Efficient Use of the DTC Operator
The DTC (dimensions, time, cost) operator is aimed at breaking the psychological stereotypes which are connected with an object to be improved (a car, for example).
According to the DTC operator rules we change:
The dimensions of the system from usual to zero; or the dimensions of the system from usual to infinite
The time from usual to zero; or the time from usual to endless
The cost of the system from usual to zero; or the cost of the system from usual to infinite.
Such transformations really help us to break our psychological inertia and to look at the system from other points of view. As result it shows us new directions of the problem solving.
This process can be made more efficient if:
Changing dimensions relates to the object of the our system's function. For example, the function of the car is to carry something. Consider the car that carries an atom, or the car that carries a planet.
Time changing relates to the system function's time of performance. For example, the car performs carriage during a moment, or the car performs carriage during thousand years...
Cost changing relates to the function's carrier. For example, the car which costs 1 cent, or the car which costs millions of dollars...
Where are your "car stereotypes" now?
This suggestion is not my invention, not at all. Look at the best analyses in the TRIZ literature which were performed with help of the DTC operator (mainly by G.S. Altshuller himself) and it will be clear that they were performed this way. Thus let’s write down the written above as the rule in order to use the DTC operator more efficiently.
Efficient Use of the System Operator
The System Operator is one of the main TRIZ instruments and, of course, one of the best instruments for systematization of thinking.
According to the System Operator we have to take into account not only the system itself but also its super-system and subsystems. We have to look at the system in the context of its development. Thus for the system, super-system and subsystem we take into account the present, the past and the future... It is like "switching on" at least 9 screens to view these different time periods for each level. Sometimes this operation is enough to find the solution.
Subsystem System Super-System
Past
Present Start here
Future
The TRIZ literature analysis shows that we use the System Operator under a variety of different conditions:
1. When we state the correct problem; that is, to find the problem which is worth solving;
2. When we look for solution for a problem;
3. When we want to determine the trend of a system development.
Therefore there are different rules for the using the System Operator under these different conditions.
1. The correct problem statement.
2.
We assume the problem in any technological system as an undesirable effect.
Thus (in order to apply the System operator) we consider the undesirable effect (UDE) and the element connected with this UDE as our system.
For example: We can’t increase the speed of an aircraft because of the air resistance to the wings. The element connected with this UDE is wing.
a. As subsystem we assume the sub-UDE which appears if the known methods of the original problem (air resistance) are used.
For example: If we will make the area of the wings less - the another UDE will appear --we have to increase the take of speed off our aircraft... And the element connected with this UDE is the airport runway, which will have to be too long...
b. As super system we assume the super-UDE, which appears if we remove the element connected with the original UDE.
For example: We remove the wings. So there isn't air resistance to wings, but we have the new UDE connected with non-performance of the wings’function...
c. As the past system we assume the past-UDE which is the reason of our original one.
For example: Maybe the reason for air resistance to wings is the vortex motion of air which is caused by the wing surface... And the element which is connected with this UDE is part of the surface of the wings...
d. As the future system we assume the future-UDE, which will be result if the original UDE was not eliminated.
For example: The loss of time because of the low speed of our aircraft.
It depends on You to choose the problem for solving, based on the resources You have.
Problem solving.
a. When we look for the solution for our problem we assume as our system the concrete function carrier.
For example: If we have problem with a mixer we take into account this specific mixer under its specific conditions!!!
b. For time (past system- future system) axis we assume as our system the operation of the technological process. Thus the future and the past systems are the systems for the previous and the next operation.
For example: For our mixer the previous and next operations are as follows:
Previous - Preparing the ingredients
Next- The action with the ready mixture.
Thus we can determine the past and future system accordingly...
c. For the component (super, sub system) axis we assume as our system the construction (structure, thing). So the subsystems are the system's components and our system is the component of the super-system. It is clear enough, but there is a little addition. We have to consider the super and sub systems for:
1. Function carriers;
2. Functions;
3. Function's objects.
This makes the problem solving process easier. And the laws of transition into super-system and into micro-level work very well here (mono-bi-poly transitions, anti- or competitive systems, joining etc.)
The easy way to remember how to build the chart is:
• consider the process when you work with the time axis
• consider the element (structure, thing) when you work with the component axis.
Trends of the system development determination.
When we want to determine the basic trend of the system development we assume as our system the abstract function carrier.
For example: We will take into account instead of specific mixer, abstract systems for performing the action "to mix" and their past, future, and so on..
The work under these conditions is described very well in TRIZ books and other TRIZ sources. Read them for more information.
Functional Blocks
When we join two, three or more systems to form a super-system we expect that the super-system will have additional properties (qualities), which none of the joined systems themselves had. When we perform such transitions joining together a system with it's anti-system - the results are especially good. Let's try to understand why.
First of all let's assume what we will understand as anti-system for our system.
All systems are aimed to perform certain function(s) or action(s). Thus for the anti-system for our system we will understand the system which performs the contrary (opposed) action(s).
For example, if our system performs action "to join" - its anti-system will be system which performs the action "to separate".
Every action changes specific parameters of the object of the action. Thus when we join together action and anti-action we receive the additional action, which is connected with stabilization of this specific parameter. And if we take into account dynamization (according to Dynamization Principle) of the joined action and anti-action we receive dynamization of the point of the stabilization.
Thus when we join a system and its anti-system into a super-system we get two additional actions:
a. Stabilization of the specific parameter ;
b. Dynamization of the point of this stabilization
For example, joining together of the calorifer ( air-heater) and refrigerator enables us: to increase temperature, to decrease temperature, to stabilize temperature and to change the point of stabilization. The new device (conditioner) works according this principle of getting four actions.
According to the Ideality Principle we have to use the same type of energy (field) to perform these four actions (changing, anti-changing, stabilization and the point of the stabilization changing).
Let's name these four actions together "functional block" and type of energy for their performance " field type."..
For example, if we use electrical separation the "field type" of the action "to separate" is electric. If we use as the separator a centrifuge the "field type" of the action "to separate" is mechanical. Of course, every level consists of sub-levels. And according to the law of "Transition from macro to micro level" the lowest sub-levels are mechanical ones and the highest levels are electromagnetic, magnetic and so on.
Thus we can write the next rule:
If you want to increase the efficiency of your system, transit to
functional block with the same field type of its actions.
Functional block is very controllable. It enables us easily to divide the contrary demands in time, space and relations and to resolve sometimes very hard problems.
For example, let's take the electrolytic gold coating process. We want to receive the gold coating only on specific areas of the surfaces. The use of contact masks takes a lot of time to place and then remove them. The screens without contact don't give absolute protection ... If we will transit from this system to functional block we will see that we have four actions:
• gold coating,
• gold discoating (removal)
• stabilization of the gold coating (thickness and place of the coating)
• dynamization of this point of the stabilization.
You can easily resolve this problem now. Enjoy yourself resolving it. (send your answers to editor@triz-journal.com--we’ll publish the best of them.)
And, at last, here is maybe the main point. We took existing TRIZ principles (laws) and, like in mathematics, get the new "formula" based on these principles. Maybe it is time to speak about "Theoretical TRIZ"?
We can summarize this method as a five step algorithm, as follows:
Functional Block Algorithm:
Step 1. Determine the function of your system.
Step 2. Determine the anti-function and system which performs it (sometimes it isn't so simple task, but try it because anti-function always exists).
Step 3. Transit to a super-system joining together the system and its anti-system to make it:
a. Determine the two additional action for your system, which are connected with stabilization and dynamization of the stabilization point. You can receive them, joining together system and anti-system.
b. Determine the field types for the function and anti-function.
c. Make sure that they are equal, if they are not equate them according to the highest level.
For example, if the function has mechanical field type and anti-function has the magnetic one - try to transit from mechanical level to magnetic one. Important: Equating of the field types of functions is very useful when we join any systems into a super-system(not only system and anti-system).
Step 4. Transit from number of carriers to the only carrier which will perform all the actions of the functional block. Important: This step also is very useful when we join any systems into a super-system (not only system and anti-system).
Step 5. Change field types for the actions of the functional block to develop new concepts for your system according to the line "macro à micro":
mechanicalà acousticà thermalà chemicalà electricà magneticà
Important: This step also is very useful when we join any systems into a super-system (not only system and anti-system).
Input-Output Trimming Operator (I-O-T)
The Input-Output Trimming Operator is one of the best instruments for stating the correct problem, when we need to develop new concepts for existing machines, devices or their components.
We can consider every machine as a chain of energy transformations from the Input to Output ( According to TRIZ language we use the word "field" instead of "energy").
For example:
Let's take the usual mixer. We have here the next field transformation chain:
Electrical field (Input) --> Electro-Magnetic field -->Mechanical field of the motor rotation-->Mechanical field of the tool rotation--> Mechanical field of the mixture motion (Output).
According to I-O-T Operator we have to trim the chain and state the problem of the right transformation of Input into Output without intermediate links.
For example:
We want to transform the electrical energy (field) into components of mixture motion without intermediate links.
Of course, we can trim only part of our chain instead of whole one. Then we have to state the trimming problem for the Input and Output of this part instead of the whole chain.
The next step is to find physical effect(s) that will solve the problem of transforming this Input to this Output directly, and build new concept(s) to implement this transformation.
For example for our mixer:
• The mixer could be built on the piezo-electric effect, or
• If we trim only part of the chain, we can use the electromagnetic vibrators
• The fantastic solution is to use electrical discharges in liquids, for example, electro-hydraulic hit. But it isn't so fantastic, in my opinion.
•
How to Teach Physical Effects in Game Manner
The aim of the game is to refresh the knowledge of students about physical effects. I taught it in Byelorussia (former USSR) and then in Israel, when I worked in Jerusalem College of Technology. At the very beginning I taught this as a small improvement of the Catalog Method which made this method better for technological problems' solving. Then I had understood that it would be more useful to use this idea as the game-teaching method for topic "Physical (chemical) effects and phenomena in problem solving."
If you tried to teach such a boring topic as "Using of physical effects in inventive problems solving" (especially if your audience were teenagers) you had problems. On one hand - they need to know effects to solve problems and on the other hand they don't want to... The only way, in my opinion, in such condition is to study effects in playful manner. And Catalog's Method (other name is "Focal Objects' Method") is fit to meet this aim.
Methodology of the game.
1. Choose an object, for example, "refrigerator"
2. As "accidental" objects are chosen: air, water, iron etc. -- in other words the objects which are connected with a maximal quantity of physical effects, used in inventive problem solving.
3. Choose the properties or qualities of these "accidental" objects, and the actions that are connected with the objects’ transformation, using different physical effects. For example:
a. air - under pressure, ionized etc.
b. water - frozen, dissolved, evaporated etc. and so on.
In order to make the process of the generation of properties easier you can remind the students that substances could be in solid, liquid, gas and plasma stage and that we can use mechanical, thermal, electrical, magnetic energy in order to transform the substances.
4. Once you have got any property generated by students you have "legal right" (by the rules of the game) to tell about effects connected with this property and give examples of using these effects in problems' solving.
5. The properties of the "accidental" objects are connected with our object (for example: ionized refrigerator) and ideas are generated...Of course, the idea generation is secondary objective in this game, but without this step students will not enjoy the game.
Developing games for kids of 3-4 years old
I don't know any TRIZ specialist, who didn't dream to teach his own kids to solve the inventive problems. And I'm no exception. So I tried to teach my little daughter. The experiment was successful, therefore I would like to share the games which we played with possible followers.
First of all - one little rule:
Don't explain to your kid anything. He/she already has powerful analyzing abilities (I want to remind you that kids study language with all its bewildering grammar without our explanations).
At the very beginning we need two adults for the games. Usually they are father and mother. Once kid is involved in the game, one of the adult partners leaves the game and the kid continues to play with the other adult.
1. The games for system approach development.
a. System - subsystem.
Father says:" Door"
Mother: " Handle of the door"
Father: "car"
Mother; "wheel of the car"
Father applies to kid : "TV set"
If kid said:" button of the set" - mother leaves the game and father and kid continue...
b. System - super-system.
Father: "button"
Mother: " shirt"
Father : "leaf"
Mother: "tree"
Father applies to kid: " roof"
If kid said:" house" - mother leaves the game and father and kid continue...
2. The games for functional approach development.
"Functional name"
Father: "cup"
Mother: "holder of water"
Father : "knife"
Mother: "cutter"
Father applies to kid: " curtain"
If kid said:" shutter" - mother leaves the game and father and kid continue...
Of course, the real dialogues between father and mother are longer until kid understands and gets involved in the game.
There are other games, for example, before - after, which develops time approach. Or the game named "relatives", that develops understanding of different connections in systems. But these games are not checked completely yet. I am going to check them with my second daughter. She is 1 year old now.
Try this game with your kids. It is funny and fun! Good Luck!
Classifying the Technical Effects
The Technical Effects Classification.
First of all let’s define what is an effect in the wide sense of this word.
Under "effect" we will understand the transformation which is characterized by its input, output and conditions, under which the input is transformed into the output.
Input Effect
Output
If we speak about technical effects then we have taken as inputs and outputs the different kinds of energy or substances which are transformed under certain conditions.
Based on the above definition, the technical effects are classified as follows::
I. According to the object to be transformed.
1. Energy (field);
For example: mechanical, acoustic, thermal, chemical, electromagnetic etc.
2. Substance;
For example: solid, liquid, gas, mixture etc.
II. According to kind of the object transformation.
1. Qualitative changing;
For example: transformation of solid into liquid or magnetic force into mechanical force, etc. The "aggregate state changing" effect transforms a solid into a liquid or a solid into a liquid; the Seebeck effect transforms a temperature gradient into a voltage; the Faraday effect transforms mechanical motion of a permanent magnet in a loop of wire into a current in the wire.
2. Quantitative changing;
For example:
• shape memory effect is transformation of "solid into solid" by heating/cooling;
• thermal expannsion effect is also transformation of solid into solid;
• centrifugal effect is transformation of mechanical into mechanical;
• the effect of electrical current transformation by transformer converts electrical energy at one voltage to electrical energy at a different voltage
In order to search for the proper effect based on the input and output, two tables have to be built. The first has to use as key energy inputs / outputs and the second -- substances inputs-outputs. The effect are looked with help of these tables.
Note: ->0 inputs and ->0 outputs have to be taken into account. (Editor’s note: ->0 means "negative" in the author’s notation)
For example:
For energy transformations table: acoustic input and ->0 output - the possible effects are foam or acoustic wave in anti-phase or ->0 input and thermal output - the possible effects are phase transitions or thermal radiation of the heated body.
For substance transformations table: gas input and ->0 output - the possible effect are absorption or ->0 input and gas output - the possible effect is gas hydrates.
Such a classification is well-known and described in the TRIZ literature (mainly in Russian) and it is used in order to search for the fit technical effect.
The Technical Effect Description.
Every effect, in addition to its usual description, also has to be described at least on five levels of tasks:
(Such an approach is partly described in G. S. Altshuller’s book "To find the Idea").
I. How one can receive the specific effect (condition, carriers etc.);
II. How one can eliminate outputs of the specific effect (other effects or different tricks etc.);
III. How one can control the parameters of the specific effect (to change in time, in space or in relations to other parameters) and effect’s "development"(effects’ joining into effects’ structures);
IV. How one can measure the parameters of the specific effect (other effects or tricks or formulas);
V. Existence or lack of the "anti" effect for the every specific effect.
For example: for changing of the aggregate state by using the thermal energy we have to add:
I. Let’s skip it, because everything is clear with conditions for changing of the aggregate state;
II. Some of the methods are to increase the outer pressure or add a salt (if we change the aggregate state of the water) or maybe we can transport anti-flow of the thermal energy by using the heat pipes an so on.
III. Using of the pressure in order to control the parameters of the phase transition.
IV. Using of vibrations. Usage of the magnetic liquids instead the usual one and using of the electromagnetic fields etc.
V. There are a lot of methods of the temperature or volume’s change measurement. There are also effects which are connected with changing of the acoustic, chemical, electromagnetic etc. characteristics when aggregate state is changing.
VI. The anti-effect for changing aggregate state by using the thermal energy is liberation or absorption of the thermal energy by changing of the aggregate state of an object...
Very often in order to solve an inventive problem we need to link into chain the number of effects. Then we have to check compatibility of inputs and outputs for every effect in order to build the chain of the effects. That’s inputs / outputs of any effect have to be described:
• according to qualitative types of input/out put;
• according to quantitative volume of input/output;
• according to input/output structure in space;
• according to input/output structure in time;
The work with such a classification can be the following:
1. If the problem is a function performance:
Define type of the function:
a) changing of the function’s object;
b) measurement/indication of the function’s object;
If a) - find proper effect(s) according to type of the output energy or substance with help of the energy or substance transformations table.
If b) determine the effect the process to be measured is based on.
For example: we need to indicate the time point of boiling -- so the process to be measured is boiling. Thus we have to find the effect the boiling is based on
2. If the problem is elimination of an UDE:
Define kind of the UDE (UDE = undesirable effect):
a) low efficiency of the function performing;
b) a harmful factor;
If a) - find the effect the function is based on.
For example: what is the effect the function of the vibrato-transporter (if theUDE is low efficiency of this function performance) is based on?
If b) - find the effect the harmful factor is based on.
For example: what is the effect the under-water wing surface destroying (if the UDE is destroying of the surface of the under-water wing) is based on?
If effects are described as suggested above - the right determination of the effect = the solution’s recommendation.
Creative Imagination Development
Editor’s notes appear in italics, at Gregory’s request.
Here is a short review of certain methods, techniques and games which are included into TRIZ courses of Creative Imagination Development (CID). The majority of them were developed and published in Russian about 15-20 years ago. I feel that English speaking audiences and even professionals are not acquainted with these methods .
In my opinion the first reason is that Invention Machine Corporation specialists brought technological TRIZ to USA and "forgot" to bring the rest. In the late 80’s there were quite a few TRIZ practioners, in addition to Invention Machine Corporation in the US, but they were all trying to figure out how to appeal to the American corporate customer with short classes..
The second reason is that in Russia more or less acceptable TRIZ courses begin from 140 hours and even there isn't enough time for CID. The fullest course of TRIZ takes more then 400 hours (4 h. two times every week during two years). In USA (like in Israel) as far as I know even 30-40 h. courses are considered as long enough.
I will not concentrate on methods like DTC-operator, System-operator and Small People Method, because these methods are part of "technological" TRIZ and therefore are more or less known to the English speaking audience.
Register of Fantastic Ideas.
Many researchers asked themselves, "What is the source of human fantasy?" G. Altshuller says that he cannot answer this question, in spite of a lot of definitions of fantasy and creative imagination in literature (ref.7). However, during his work he found out that engineers who regularly read fantastic literature have more flexible imaginations than others who do not read it. The reason is, in Altshuller's opinion, that fantastic literature is a source of the high level ideas, which wake up the human imagination.
That's why it is the usual practice in TRIZ courses to give as homework to read and then evaluate fantastic stories. But in order to do this effectively, one has to analyze the fantastic literature as the world patent fund was analyzed. This means to collect fantastic ideas, to classify them by levels, to choose and analyze the high level ideas in order to find principles and regularities and so on. As result of such a hard work was collected the register of fantastic ideas and were developed the following tools:
o Fantasy Scale - for fantastic ideas evaluation,
o The Four Floors' scheme of Fantastic Ideas’ Generation,
o Principles of the Fantastic Ideas Generation,
o Fantogramm
and other not so important but very nice tools, games and techniques were developed and/or improved like:
o The Trend Extrapolation Method
o Snow Ball Method
o The Value's Changing Method
o Silver Clouded Planet Game etc.
At the very beginning engineers considered to this work as to non-serious so the main part was done by high school students. By the way, to invent new fantastic idea or to write fantasy story using The Four Floors' scheme of Fantastic Ideas' Generation, Fantasy principles, Fantogramm or other tools as homework is usual practice on TRIZ courses.
When students receive a fantastic story to read they have to evaluate it using the Fantasy Scale. Some low-level-idea stories the student are invited to improve. One of Altshuller's co-authors of this work Pesach Amnuel (Ph.D. in astronomy and fantasy writer) lives in Israel now. He works as a journal editor writes fantasy books and stories. During recent years Pesach Amnuel has been the author of TRIZ page in an Israeli newspaper.
The Fantasy Scale.
Working with the fantasy scale students have to give score from 1 to 4 according to the following points:
1. Newness (novelty ) of the idea;
2. Convincing presentation of the idea;
3. The additional knowledge about human nature and human society ;
4. Literature (arts) value;
5. Personal evaluation (depends on how much a specific student liked or disliked this thing)
To make the evaluation easier every point is divided into sub-points. Multiplying the scores each other one receives the general evaluation score.
The Four Floors' scheme of Fantastic Ideas' Generation.
1 step (floor)
On the first floor we have ideas connected with usage of an only one fantastic object in order to gain some fantastic results.
2 step (floor)
On the second floor we have ideas connected with usage of many fantastic objects in order to receive another fantastic result (the system effect).
3 step (floor)
On the third floor we have fantastic ideas connected with gaining of the fantastic result(s) without object(s) at all
4 step (floor)
On the fourth floor we have fantastic ideas connected with no need in previous fantastic result(s)
The fantastic ideas on every "floor" can be of high or low level. The fourth floor isn't better than third or first. It is different and simply internal logic of the fantastic ideas' development is considered. The four floor building can be built for every fantastic topic.
Principles of the Fantastic Ideas Generation and Fantogramm
These principles were developed by G. Altshuller on the basis of analysis of fantasy and fantastic literature. I will give the main principles of object changing:
1. To increase (to make bigger);
2. To decrease (to make smaller);
3. To join;
4. To separate;
5. To decompose;
6. To substitute property by anti-property;
7. To accelerate;
8. To make slower;
9. To move (in time) back or forward;
10. To make a property changeable in time or vice versa to make it constant;
11. To separate function from object;
12. To change connection with environment (including changing of the environment);
But G. Altshuller went farther. He related to every object as to SYSTEM. Thus in order to receive really strong fantastic ideas, analyzing every object we can make changes on the next levels:
1. Chemical consistency;
2. Physical state;
3. The object itself;
4. Elements of micro-structure of the object;
5. Super-system for the object;
6. Direction of the object's development;
7. Re-production, self re-creation, re-generation;
8. Energy feeding;
9. The method of movement;
10. Aim (what this object intended for)the sense of existence;
11. The field of distribution;
12. Control;
If we make a table with principles of object changing as horizontal titles and with levels of object's changing as vertical titles - we create the Fantogramm, one of the best and strong tools for fantastic ideas' generation. each cell of this table is connected with new strong ideas generation and vice versa - nearly every fantastic idea from existing fantastic literature could be placed into the certain cell.
Editor’s example, to illustrate the matrix described above.
The usual exercise in TRIZ courses is to challenge the student to try to invent any fantastic animal or try to invent a new natural phenomenon like rain, snow and so on, using the Fantogramm .
"The Silver Clouded Planet" Game.
Your space ship comes near an unknown planet. The planet is closed by silver clouds. The automatic stations can go through the clouds but any connection (wire and wireless) is impossible. At the planet are the same conditions, laws and factors like at Earth and there is only one "x-factor" that is changed. Giving to the automatic stations specific programs of research the space ship team has to find this x-factor with minimum attempts. Teacher plays for the planet and students for the space ship team.
During this game student loses station after station trying to find out what is this factor. The x-factor for example can be that speed of light is 1 millimeter in hour on this planet...
When students send next station and it does not return they ask - Why? It is your business to find out why - answers teacher.
But teacher (after student failure have to be ready to play for space ship team when student will play for planet). G. Altshuller was able. For less talented teacher the optimal strategy is to send station step by step. For example:
The program for station to "dive" 5 (1, 2 ,3) meters under clouds, to take probes and to return to the ship, or return after 1 (2,3)second.
Nice exercise for breaking PI and for experiment planning training, Isn't it?
The Snow Ball Method.
This method is aimed for development of any fantastic idea. The fantastic idea always is connected with a system changing. This system is connected with other systems. Thus they also are changed and so on. The feedback also is taken into account and this increase the quantity of changes. This quantity grows up like the snow ball. That's why this methods is called The Snow Ball Methods. By the way, does not this method reminds you of the so-o- technical Extra Effect determination Method? (ref. 6, 8)
The Value's Changing Method.
This method is aimed for new fantastic ideas generation. In order to do this we assume that something which has high value (gold for example) has zero value and vice versa the thing which has nearly zero value has high value (sand, for example). Then the idea is developed with help of the Snow Ball Method.
To the same group belongs also The Nature Law Removal Method.
According to this method we "remove" some nature phenomena or objects (Moon , for example). It is interesting to imagine how would be changed our life without Moon. The recent science fiction novel Destiny’s Road by Larry Niven used this idea, exploring the kind of civilization that would develop if potassium (necessary for proper function of the human metabolism) was not available in the soil or water of a planet, and everyone had to trade for it with a group of wanderers.
The Trend Extrapolation Method.
According to this method we are extrapolating (increasing) one or number of trends until this begins to create contradiction with other sides of the human life. Resolving this
contradiction we receive new high level fantastic idea or group of ideas, which is developed then with help of the Snow Ball Method. Does not this remind you well known step from ARIZ?
Good-Bad Game.
According to this game students try to find in every bad phenomenon good and vice versa.
For example, It is so bad - I got ill and cannot go to the work - It is good that I don't go to the work, because I can be home with my family- It is bad to be home with family,
because they will make me crazy with stories, which they will tell to me- It is good to get crazy, because I can kill this idiot from the flat above and not to get to the prison ....and so on.
Yes-No Game or Conversation With Computer.
The teacher gives some interesting situation and asks students to explain this, by asking minimum questions. The questions have to be asked in form that teacher could answer only "yes", "no" or "no information". The teacher has to be ready to explain situations brought by student in order to show the method of asking the "right" questions. The optimal way is to ask more general questions first, in order to cut of 'empty" fields and concrete questions at the end. This game reminds The Silver Clouded Planet Game. The stories one can find in the newspapers , journals, TV jokes etc.
For example, I get out of room. when I had returned my friend already died. Students have to find out that "friend" is fish. the jar with the fish was broken by window which was open by wind.
The sense of this game is deep, because we in our real engineers life have to plan experiments which cut-of "empty" probes as the answer to our questions to Nature. There is a giant fund of such yes-no problems in Russian.
The Golden Fish Method.
One of the main characteristics of creative thinking is the ability to see unusual inside of usual and vice versa. Every fantasy (or inventive) situation consist of two parts: real things and fantastic "grain". The aim of the "Golden Fish Method" is to extract this fantastic "grain". In order to do this a fantastic situation is divided step by step into two parts - real and fantastic until it could not be divided any more. This indivisible part is called "fantastic grain". G. Altshuler gives formula of resolving every fantasy situation:
1. F0= R1 + F1; (R - real , F - fantastic)
2. F1 = R2+ F2; and so on until Fi will be so small that we may not to consider it.
Let's see how does this method works on example of "Story about the golden fish".
"The old man had come to the sea and begin to call the golden fish. The fish got to him and ask by human voice..."
Let's analyze this situation:
Could old man to come to the sea? - Yes, he could. So it is real.
The fantastic part of the situation now will look:
"The old man begin to call the golden fish. The fish got to him and ask by human voice..."
Could old man to call the golden fish? - Yes, he could. So it is also real.
"The fish got to him and ask by human voice..."
Could some golden fish (we know that there are such a fishes ) to get close near old man?- Yes, it could. So this bit is also real.
"The fish asks by human voice..."
Could the old man to hear some voice from fish? Yes, he could! We know that some fishes make voices. So it is also real!
"human ..."
Could this voice be human ? No, this could not. That is it! The fantastic "grain" of the situation is that the voice of fish was human.
But if we will take even this fantastic thing of the golden fish story, we can not to consider it, because it has . real explanation:
Could seem to old man that which does not hear well because of age, that the golden fish voice is human voice, saying some phrase?
By the way, if the situation was technical we would come to the physical contradiction determining the "fantastic grain" of the situation.
For example, let's take the problem of making pressure by liquid and with help of centrifugal forces on cylinder which is placed on axis of the centrifugal rotation. The "fantastic grain" of the situation is that direction of the centrifugal force is opposite to direction of the needed pressure...
One can easy to formulate the physical contradiction now. We had not made full analysis, but believe me that it is too long way to analyze technological situations, but it is very good exercise for creative imagination development.
The best recommendation for people who want more on this subject is simply to translate the chapter "Colors for Fantasy: An Introduction to The Theory The Creative Imagination Development" written by G. Altshuller into English. The whole book which contains this Altshuller's part is called: "The chance for an adventure" under ( Ref.7.) This book contains also very serious chapter - book of U. Salamatov "The system of the technical laws development."
The psychological inertia is based on "hard" connection between concrete object(s) and its image in mind of a specific human. Therefore the presented above methods and games are aimed to destroy this harmful connection. They achieve this by the following ways:
1. By changing the object and/or its functioning (DTC, System Operator, Fantogramm, Little People Method etc.) - object focused;
2. By correcting of the human behavior in the process of the problem solving (Yes-No, Golden Fish Method, Silver Clouded Planet etc.) - solver focused;
The methods and games of the second group (less objective) have clear trend to transfer to the first one (more objective) with increasing of our understanding of the regularities these methods are based on.
The Creative Person Development Theory: A review article
Editor’s comments appear in italics, at Gregory’s request.
The work of building of the creative person development theory was begun nearly twenty years ago. One of the reasons to start this work was that a lot of engineers who during TRIZ courses found great strong solutions for their problems - put these solution away to find something less "revolutionary". It looked like they were afraid of their own strong solutions. Some of these people said honestly that they prefer not to "wake" troubles trying to realize such a revolutionary solution.
Is an ability to solve hard problems enough to be creative person? And if it isn't - What else has to be taught?
The first question, which G. Althuller and I.Vertkin asked themselves, was:
"What does characterize the creative person in comparison with "normal" one?"
In order to find some regularities were analyzed thousands biographies of people, considered by Human History as the great and creative people. As the first result of this analysis the main characteristics of the creative person were discovered (ref.1). They are:
1. Great (Large) Aim (Goal) which is useful for human society, new or not yet realized, unbelievable to most of contemporaries (heretical), concrete and ...unattainable (looks like physical contradiction). Editor’s question: Is this because the people whose biographies get written are the ones who had such large goals? If someone had a modest goal, who would write about her or him? This seems to be a circular logic in the study, to define creativity in terms of the kind of people who were studied. Gregory’s response: Altshuller’s work was criticized by some of his colleagues on this same point. But, this large amount of research was done, and the findings will be useful to many people.
2. Capacity for hard work;
3. Good abilities of problem solving; (the field of TRIZ);
4. The package of plans and check of their performance;
5. The fate-knock-resistance-ability; (This means the ability to take advantage of good luck, in order to gain Great Aim. As the factor that causes so-called "good luck" the hostile "external environment" is considered).
6. At least preliminary results on the way to the Great Aim; (Without results all the previous characteristics are worthless).
The second result of this research work was creation of The Life Strategy of The Creative Person - the game which was built in form of chess play, where the creative person plays against hostile "external environment" (ref. 2). In this "game" are described nearly all possible moves of "external environment" in order not to allow a creative person to gain the Great Aim and nearly all possible "answers" of the creative person to win in this "fight".
And, at last, the third result of this work were ideas which can be put as basis of the future Great Aim Development Theory
The Research (Diagnostic) Problems’ Classification.
There is a specific type of engineering problem which is connected with discovering (exposing, finding out) causes (reasons) of different phenomena, which take place in technological systems. Simply speaking we have to answer to the question: "Why does such a thing occur?" or "What is this element intended for?". Such problems are called (in TRIZ) research (diagnostic) problems.
In TRIZ, a method has been developed which enables us to transform such diagnostic problems into inventive ones. Instead of asking: "Why does this occur and what does cause such a result?" (diagnostic problem), we transit to the inventive problem by asking the question: "How could we get this result?" In order to find the solution for this transformed problem we can use all the TRIZ instruments (called "operators" in earlier articles of this series.) The only condition is to use only resources of the system in order to find the solution.
The algorithm, in which such a principle is realized, was developed by B.L.Zlotin and A.V.Zusman about 8-9 years ago, but the weak point of this algorithm is the connection of the TRIZ instruments. It is not so clear which instrument have to be chosen in order to resolve the "transformed problem."
The right classification of the diagnostic problems would enable us to choose the proper TRIZ instrument(s) for the diagnostic problems’ solving (under solution I understand a hypothesis which have to be then well-checked).
There are two types of the research (diagnostic) problems:
1. Something happens in our system and we don’t know the reason .
For example:
1. During the wafer’s coating by metal in sputtering machine through the mask the metal appears on the wafer under the mask too. The possible reason is that between the mask and the wafer arises space, but why does it happens?
2. The parts of the refrigerator’s compressor don’t wear out. What is the reason?
3. The surface polishing with help of an abrasive ferromagnetic grain in rotating electromagnetic field is more effective than it was predicted on base of the engineering calculations. What is the reason?
4. The hot air drier is switched on if the hands are near it. How does it sense the hands?
2. The function of the specific element of the system is unknown.
For example: The tram wire is made in form of zigzag. Why?
Diagnostic problems of the first type can be transformed into two types of the inventive situations:
a) One has to perform some function in order to get the result which has to be explained;
For example:
1. How could we raise the mask upon the wafer in order to create the space?
4. How could we sense the hands near hot-air drier?
b) One has to eliminate an undesirable effect (UDE) in order to get the result which has to be explained;
For example:
2. How could we eliminate the wear of the refrigerator compressor’s parts?
3. The efficiency of the surface polishing with help of an abrasive ferromagnetic grain in rotating electromagnetic field is too low. How could one increase it?
Then we transit from these situations to problems according to the rules of such a transition:
For a) we define:
the function;
the object of the function;
the known method of the function’s performing;
the UDE which arises if we use this known method;
For b) we define:
the UDE;
the element connected with this UDE;
the function of this element;
the object of the function;
Then we choose the possible directions in order to resolve the problems.
There are four possible directions:
- performance of the function which is connected with transformation of the function’s object;
For example: to raise the mask.
- performance of the function which is connected with measurement or indication of the function’s object;
For example: to sense the hands.
- elimination of the UDE which is connected with low efficiency of the function’s performance;
For example: to increase efficiency of the polishing.
- elimination of the UDE which is connected with any harm interaction;
For example: to eliminate the compressor’s parts wear.
The choice of the right direction depends on the condition: "To use only resources of the system in order to find the solution".
In order to resolve diagnostic problems of the second type we have to "remove in mind" this element and try to determine the UDE which appears in the super-system in this case.
For example: if the tram wire was not zigzag but of a straight line - the tram’s electrical contact would touch the wire in only one point and quickly be worn out.
Our problem now is to define the action or property of the "removed" element which enabled us to eliminate this UDE.
NOTE: Actually, some of the diagnostic problems of the second type are very difficult and in order to "discover" the UDE one has to consider all the stages of the system, the "removed element" belongs to: manufacture, transportation, using, maintenance, repair, utilization an so on. The stages sometimes are divided into sub-stages in order to make easier the UDE exposure.
Every type of problems, described above can be solved as follows:
a. Using the known methods and our knowledge (simple cases);
b. Using TRIZ instruments (more complicated cases);
I’m sure you have come across diagnostic problems in your practice. Try to solve them using the approach, which was described above. To make this easier for you use attached "Adapted Algorithm for the Diagnostic Problems’ Solving". It is aimed for solving of the diagnostic problems of the first type. Good Luck!
Adapted Algorithm for the Diagnostic Problems’ Solving.
Transform the diagnostic problems into inventive one. Transformation is performed by asking instead of the question: "Why does this occur and what does cause such a result?" (diagnostic problem), the question: How could we get this result?"
There are two types of problem situation the diagnostic problem can be transformed to:
- the first type is one that exists when it is necessary to conduct some function but the technical facilities for it are absent or unknown.
- the second type arises when the problem situation is connected with undesired effect (UDE) inside the existing technological system.
The inventive problem formulating.
If in the case of your problem the technical facilities are absent or unknown (first type) then you are recommended to:
1. Formulate the function for which realization the technical facility is absent.
NOTE: Try to do it in a short formulation, which includes verb + noun.
NOTE: If during the formulation of the function you run into problem then suppose what kind of UDE would exist in the case of non-execution of this function and try to define the action, necessary for this effect elimination. It would be a sought function (the diagnostic problem of the second type).
2. Object of function definition.
NOTE: Object is a substance towards which the action is directed. In other words, it is something that being processed, measured and so on. Object is always some material substance and not a parameter.
3. Choose some known facility for this function realization.
NOTE: If you can not find this one, you can take any facility for realization of similar functions from other branches of technology.
4. Define the undesired effect, which arises during the realization of the previous step 3.
NOTE: If you cannot find the known facility in other fields of technology, please, pass the steps 3 and 4. Further, it would make easier for you to choose the direction of problem solving .
If in the case of your problem the undesired effect (UDE) exists in the technological system (second type) then you are recommended to:
1. Formulate the UDE, which is a source of the problem.
2. Define the element, connected with the UDE.
NOTE: You can check your definition of the element which is connected with undesired effect. For this you may mentally remove this element from the technical system. The first UDE in this case disappears but instead the new UDE is emerged.
3. Formulation of function of the element, connected with UDE.
NOTE: Try to do it in a short formulation, which includes verb + noun.
NOTE: If during the formulation of the function you run into problem then suppose what kind of UDE would exist in the case of non-execution of this function and try to define the action, necessary for this effect elimination. It would be a sought function (the diagnostic problem of the second type).
4. Define for the object of function for the element, connected with the UDE.
Ideal Final Result:
1. Deposition of time and place of the IFR demands realization.
2. IFR formulation according the regulation:
The function is performed by object of function itself or by other elements of the system, or by environment without function carrier.
This have to be realized without CHANGING of the system and at desired time and space.
or:
The UDE is removed by object of function itself or by other elements of the system, or by environment without function carrier.
This have to be realized without CHANGING of the system and at desired time and space.
Searching for the instrument of solution.
There are four directions of the problem solving:
IF:
1. Choice of the direction of problem solving:
- the function realization without carrier of this function.
2.Type of function :
- changing the parameters and properties.
USE:
The first group of standards.
In order to use principles of physical contradictions removal:
1.Specificate the resources of the system:
- substance;
- field.
2.Specificate the resources of the external media (environment):
- substance;
- field.
3.Select the corresponding resource from the resources specification.
4.Select the correspondent resource from the elements of the system or from the "environment".
5.Define the properties of the selected resource for required function realization.
NOTE: In the case of difficulties:
1. Performance of chosen resource by crowd of small people.
2. Behavior of this crowd to carry action.
3. Resource action or resource property formulation.
If the UDE originates in this case , then the following principles are recommended - 1; 2; 3; 4; 5.
IF:
1. Choice of the direction of problem solving:
- the function realization without carrier of this function.
2 Type of function
- measurement and discovery.
USE:
The second group of standards.
In order to use principles of physical contradictions removal:
1. Specificate the resources of the system:
- substance;
- field.
2. Specificate the resources of the external media (environment):
- substance;
- field.
3. Select the corresponding resource from the resources specification.
4. Select the correspondent resource from the elements of the system or from the "environment".
5. Define the properties of the selected resource for required function realization.
NOTE: In the case of difficulties:
1. Performance of chosen resource by crowd of small people.
2. Behavior of this crowd to carry out of action.
3. Resource action or resource property formulation.
If the UDE originates in this case , then the following principles are recommended - 1; 2; 3; 4; 5.
IF:
1. Choice of the direction of problem solving :
- UDE removal.
2. Type of the UDE
- harmful interaction.
USE:
The third group of standards.
In order to use principles of physical contradictions removal:
1.Specificate the resources of the system:
- substance;
- field.
2.Specificate the resources of the external media (environment):
- substance;
- field.
3.Select the corresponding resource from the resources specification.
4.Select the correspondent resource from the elements of the system or from the "environment".
5.Define the properties of the selected resource for the UDE removal.
NOTE: In the case of difficulties:
1. Performance of chosen resource by crowd of small people.
2. Behavior of this crowd to carry out of elimination of UDE.
3. Resource action or resource property formulation.
If the UDE originates in this case , then the following principles are recommended - 1; 2; 3; 4; 5.
IF:
1. Choice of the direction of problem solving :
- UDE removal.
2. Type of the UDE
- poor efficiency of function realization.
USE:
The fourth group of standards.
In order to use principles of physical contradictions removal:
1.Specificate the resources of the system:
- substance;
- field.
2.Specificate the resources of the external media (environment):
- substance;
- field.
3.Select the corresponding resource from the resources specification.
4.Select the correspondent resource from the elements of the system or from the "environment".
5.Define the properties of the selected resource for the UDE removal.
NOTE: In the case of difficulties:
1. Performance of chosen resource by crowd of small people.
2. Behavior of this crowd to carry out of elimination of UDE.
3. Resource action or resource property formulation.
If the UDE originates in this case , then the following principles are recommended - 1; 2; 3; 4; 5.
Limitations overcoming.
To resolve diagnostic problem we have to overcame a lot of limitations. There are two types of limitations:
- limitations on the substance incorporation;
- limitations on the field incorporation.
Limitations on the substance incorporation.
In the case of limitation on the substance incorporation there are following directions of limitations overcoming:
1. Temporal incorporation of the substance.
2. Incorporation of the substance in the precise place only.
3. Usage of the existing in the system or environment substances like the incorporated ones.
4. Usage of the transformed substances of system or environment itself as the incorporated ones.
5. Usage of vacuum, air, foam as an incorporated substance.
6. Usage of the substances mixture. In this case some different types of mixtures might be used: mixture of various system substances; mixture of system substance and environment; vacuum, air, foam and so on.
7. To use field instead of incorporated substance.
Limitations on the field incorporation.
In the case of limitation on the field incorporation there are following directions of limitations overcoming:
1. Temporal incorporation of the field.
2. Incorporation of the field in the precise place only.
3. Usage of the existing in the system or environment fields like the incorporated ones.
4. Usage of the transformed fields of system or environment itself as the incorporated ones.
5. Usage of vacuum as an incorporated field.
6. Usage of the combinations of fields. In this case some different combinations might be used: mixture of various system fields and environment; "field vacuum".
STANDARDS.
First group of standards.
Standard 1. Usage of the mechanical energy.
A. For required action realization use of one of the types of mechanical energy.
B. To use the substance for transformation mechanical energy into the required action.
Mechanical fields types: pressure, Archimedes’ forces, air- and hydrostatic and dynamic forces, vibration, shock, gravitation, etc....
Standard 2. Usage of the oscillation energy.
A. For required action realization use of one of the types of oscillation energy.
B. To use the substance for transformation acoustic energy into the required action.
Acoustic fields types: sound, ultra and infra sound, stable waves, resonance, etc.
Standard 3. Usage of the thermal energy.
A. For required action realization use of one of the types of thermal energy.
B. To use the substance for transformation thermal energy into the required action.
Thermal fields types: heating, cooling, shock and etc.
Standard 4. Usage of the chemical reactions energy.
A. For required action realization use of one of the types of "chemical" field.
B. To use the substance for transformation chemical energy into the required action.
Chemical fields types: decomposition, combustion, oxidization, insurrection, thermal reactions, absorption, transport reactions, dissolvent.
Standard 5. Usage of the electric energy.
A. For required action realization use of one of the types of electric energy.
B. To use the substance for transformation electric field energy into the required action.
Electric fields types: electrostatic field, electrocurrent field, field of electric charge (or discharge) and etc.
Standard 6. Usage of the magnetic energy.
A. For required action realization use of one of the types of magnetic energy.
B. To use the substance for transformation magnetic field energy into the required action.
Magnetic fields types: magnetic and electromagnetic fields, magnetic field of electric current, electromagnetic waves.
Second group of standards.
Standard 7. Denial from measurements.
To change the system so, that it is not necessary now to hold measurements.
Standard 8. Substitution the object of measurement by its model.
A. Substitute the direct operations under the measured object by operations under its model or picture.
B. To use the optical combination between the object's image and its etalon for difference detection.
Standard 9. Replacement of the measurement process.
To replace the measurement process by consistent discovery of changes.
Standard 10. Synthesis of the measurement system.
A. To omit some field through the system, which might be detected easily, and then make decision about modification in our system by the output change of this field.
B. Usage of easily detected additions - the substance- reformer or the source of some easy detected field.
Types of easy detected fields: acoustic, thermal, chemical smell, luminescent,...), electric, magnetic, ...
Substances-reformers: ferromagnetic particles, luminophor, bubbles, foam, chemical indicators and etc.
Third group of standards.
Standard 11. Destruction of harmful interaction between substances.
A. To incorporate the third substance between first and the second substances. As a rule this third substance may be either the variation of the first (or the second) substance or their mixture.
B. To incorporate the field which would neutralize this harmful interaction.
Field types: mechanical, acoustic, thermal, chemical, electric, magnetic and etc.
Types of substance variations: change of substance condition, decomposition, division, breaking, chemical compound ...
Standard 12. Destruction of harmful interaction between substance and field.
A. To incorporate some field, which would neutralize the harmful action of the first field on the substance.
B. To incorporate substance, which would neutralize the harmful action.
Types of fields: mechanical, acoustic, thermal, chemical, electric, magnetic and etc.
Fourth group of standards.
Standard 13. Structurization.
A. From the homogeneous or disordered fields, used for function realization, turn into the inhomogeneous and ordered (in space and in time) fields.
B. From the homogeneous or disordered substances, used for function realization, turn into the inhomogeneous and ordered (in space and in time) ones.
Standard 14. Coordination of rhythms of action.
A. To coordinate (or vice versa) the action of the substance carrier of function with the eigen-frequency of the substance-object of function.
B. To fill the pause during the one kind of action by another action.
Standard 15. Dynamization.
A. From the rigid structure of the substance-function carrier turn into soft, dynamic structure according the line:
Rigid object - ...- Flexible object - Quick object - Liquid - Gas - Field.
B. From the field of direct action turn into the changing field, then to the impulse field.
Standard 16. Increase of the management.
A. Parallel to the first field, necessary for the function realization, introduce into the system the second field, which can be managed easily.
B. For management of the substance-carrier of the function it is useful to incorporate the field and the energy re former substance, which can realize the management functions.
Field types: mechanical, acoustic, thermal, chemical, electric, magnetic.
Standard 17. Micro-level transition.
A. To substitute the substance - function carrier on the which is used on macro-level by the one on a micro-level.
B. From the mechanical fields turn into acoustic, electric, chemical and magnetic fields.
Standard 18. Turn into ferro - fields.
A. Substitution of the substance - function carrier by ferromagnetic substance which can transform the magnetic field energy into the desired action.
B. From the rigid or quick ferromagnetic substance turn into the magnetic liquid.
Standard 19. Turn into over- system.
A. Temporally to unite different substances - function carriers.
B. To combine temporally or permanently the homogeneous function carriers.
C. To combine temporally or permanently the inhomogeneous function carriers.
PRINCIPLES OF THE PHYSICAL CONTRADICTIONS REMOVAL.
1. Division of the opposite requirements in space.
In the case when the resources element for UDE removal or for desired function realization must have some specific property and at the same moment must not have the same property (or it must have the opposite property) for non-originating extra UDE, one have to divide the opposite requirements in space by attaching the element of these opposite properties in the different space places. For reaching this one can use phase transitions, physical and chemical transformations, such as rise and disappearance (elimination), ionization with recombination, combination with decomposition and so on.
2. Division of the opposite requirements in time:
In the case when the resources element for UDE removal or for desired function realization must have some specific property and at the same moment must not have the same property (or it must have the opposite property) for non-originating extra UDE, one have to divide the opposite requirements in time by attaching the element of these opposite properties during the different time intervals. For reaching this one can use phase transitions, physical and chemical transformations, such as rise and disappearance (elimination), ionization with recombination, combination with decomposition and so on. The transition from one properties to the opposite ones is realized by the element itself.
3. Division of the opposite requirements by the system transition.
In the case when the resources element for UDE removal or for desired function realization must have some specific property and at the same moment must not have the same property (or it must have the opposite property) for non-originating extra UDE, one have to divide the opposite requirements by system transition: attaching (temporally or permanently) to the part of the element one of the opposite properties while the whole element would have the other property.
4. Division of the opposite properties in ratio.
In the case when the resources element for UDE removal or for desired function realization must have some specific property and at the same moment must not have the same property (or it must have the opposite property) for non-originating extra UDE, one have to divide the opposite requirements in ratio by: attaching the element (temporally or permanently) the opposite properties relatively the other elements of the system or environment.
5. Division of the opposite requirements by incorporating the extra element.
In the case when the resources element for UDE removal or for desired function realization must have some specific property and at the same moment must not have the same property (or it must have the opposite property) for non-originating extra UDE, one have to divide the opposite requirements by: incorporation (temporally or permanently) some extra element inside the system and attaching it one from the opposite properties (requirements). This might be done by phase transitions, physical and chemical transformations, such as rise and disappearance (elimination), ionization with recombination, combination with decomposition and so on. As an incorporated element it is better to use something that already exists in the system or environment.
Usage of the direct and preliminary extra-effect determination methods for diagnostic problem solving.
First of all let's define what we will understand as a diagnostic problem. There are two types of the diagnostic problems.
1. The first one is connected with finding a reason for the failure, which already had occurred and it's REMOVAL.
2. The second one is connected with exposure of the maximum possible future failures, which might occur, and their PREVENTION.
In order to solve diagnostic problems of the first type the RCA (Root Cause Analysis) methods are used. From TRIZ-based methods I could note ADF-1 (Anticipatory Failure Determination) and Diagnostic Problem Solving method, which was discussed in the March issue of the TRIZ Journal.
In order to solve diagnostic problem of the second type the FMEA-like methods are used, and the TRIZ-based methods ADF-2 and "Diversionary" Problem Solving Method, which was discussed in the April issue of the TRIZ Journal.
The weakest point of even TRIZ-based methods becomes clear when we deal with very complicated systems with feedback. The quantity of potentially "guilty" causes of failure grows exponentially. Moreover, because of feedback, the failures might be caused by a number of resources connected each other. It looks as if we could not solve an inventive problem (I want to remind the reader that, according to TRIZ-based methods, we transform the diagnostic problem into an inventive one by asking the question: "How could one cause the specific failure to happen?") Thus, we deal with the extremely hard problem.
About ten years ago S. Litvin and V. Gerasimov developed the very promising Direct Extra-Effect Determination Method, and, as an amplification of this method, they created the Preliminary Extra-Effect Determination Method to use for the extremely hard inventive problems.
For example, suppose we have found a good solution for our inventive problem. This solution always is connected with some change in our system. The changed elements of the system are connected with other elements.
According to Direct Extra-Effect Determination Method we have to check how their functioning is changed and indicate the positive and negative effects. The positive effects are our extra-effects, which make our solution stronger and the negative ones are our "extra-problems" which have to be solved. This process changed elementè connected elementè element function is repeated a number of times and the feedback paths are also considered...
The result is the really strong solution.
But, if we could not find a good solution for our problem S. Litvin and V. Gerasimov suggested using the Preliminary Extra-Effect Determination Method. According to this method we assume that we ALREADY HAVE A GOOD SOLUTION of our problem (by some miracle way).
Then we continue our work as in the Direct Extra-Effect Determination Method. This approach enables us to mobilize resources we had not considered, because they had appeared as result of a chain of changes. And very often because of feedback, it makes the solution clear.
Let's return now to the diagnostic problem solving.
For example, consider a situation where we could not find the potential cause(s)/mechanism(s) of failure(s) (we could not resolve an inventive problem). According to Preliminary Extra-Effect Determination Method we have to assume that THE CAUSE(S)/MECHANISM(S) ALREADY EXIST. Then we use Direct Extra-Effect Determination Method in order to determine potential extra-effect(s) of failure, changing in the systems, feedback and so on. Such an approach very often makes clear potential cause(s)/mechanism(s) of failure(s) in extremely "hard" cases and does not take a lot of time.
I would like to note again that Preliminary Extra-Effect Determination Method can be used ONLY for solving of the diagnostic problems, which appear in the complicated systems with feedback (machines and processes). Otherwise it simply does not work.
Examples:
1. Machinery center.
Let's determine what is the cause of a wrong measurement of tool wear. Usually tool wear is measured according to the motor current. Then the adaptive system changes regimes of the process.
The diagnostic problem of the first type is: "How one could cause wrong measurement of the tool's wear?"
It is too hard in this problem to check all possible resources in order to find the "guilty" one... Let's assume that we ALREADY HAVE WRONG MEASUREMENT in other words, the current of the motor is high.
Then:
• The adaptive system change regimes of cutting;
• It causes to work of the system under wrong conditions and with wrong regimes;
• It causes vibrations due to under-loading and over-heat of the bearings;
• The resistance of bearings gets higher;
• This causes the torque to increase;
• Which causes the motor current to increase.
Moreover:
• Over-heat of bearings decreases viscosity of the oil;
• The oil leaves the bearings;
• It causes to additional over-heating...
Let’s describe the inventive situation:
During the work of the machinery center it’s bearings are over-heated. This causes the torque to increase (without the tool wear) and make the adaptive system go wrong. What can be done?
We can transform this situation into an inventive problem by different ways, for example:
1. The bearings are overheated. What one can do? Thus our inventive problem is: Prevent the over-heating of the bearings.
2. The adaptive system does not take into account the bearings’ over-heating. What could be done? Thus our inventive problem is: Measure the over-heating of the bearings.
Actually these problems are not inventive. They are usual engineering problems. According to Principle of the Minimal Changing of the System we choose the second problem and the engineering solution is to use a thermocouple in order to "inform" the adaptive system.
2. Sputtering machine with high vacuum.
The diagnostic problem of the second type: "How one could make vacuum to fail?"
Preliminary Extra-Effect: Assume that the vacuum already is failing.
Then:
• The sensor gives signal and the cryogenic vacuum pump is switched on;
Then:
• The layer of ice is increasing;
• The o-rings of the pump are cooled;
Then:
• The ice decreases efficiency of pump's work;
• The cold causes the o-rings crack;
The vacuum decreases! Air leaks through the cracked o-rings.
When the sputtering machine works a lot of time the vacuum is decreasing. In case of o-ring's crack the specialists will discover the problem quickly, but the ice problem would not be so clear for them (the ice disappears while opening the pump).
So first let's insert into hand-book point:
Make regeneration after certain time of work.
But this solution looks too ordinary. Let’s find better solution:
1. Problem situation:
After certain time of the cryogenic pump’s work the "mushroom" of the pump is coated by a layer of ice. The regeneration of the system causes to lost of time. What could be done?
2. Type of the problem situation:
Undesirable effect (UDE) in the existing system.
3. UDE: Ice coating of the cryogenic pump.
4. Element which is connected with UDE:
The cryogenic pump.
5. Function of the element which is connected with the UDE:
To take molecules of air from the chamber space.
6. Object of the function:
Molecules of air.
7. Direction of the problem solving:
The UDE removal.
8. Solving tool:
Third group of standards.
9. Specific tool:
Transition into the super system. According to this standard we have to join the super system with homogeneous, heterogeneous alternative or anti-systems. Thus, if we would join together two cryogenic pumps, it would solve our problem. While one pump is under regeneration the other one works and we don’t interrupt the process.
10. The idea development:
Most of the time this additional pump does not work, thus we can use it for regeneration of the other sputtering machines.
Thus, the inventive idea is to use an additional "regeneration" pump for protection of the group of sputtering machines.
Conclusions:
1. This article has presented the new direction for the diagnostic problem solving using the Preliminary Extra-Effect Determination Method which was used for inventive problem solving.
2. The method is particularly appropriate for solving diagnostic problems which are connected with complicated systems with a lot of feedback.
3. One can see a clear trend in failure determination methods development:
a. FMEA like methods: "What might be wrong with the system?"
b. AFD like methods: "How could one make the system fail?"
c. Preliminary Extra-Effect Determination based Method: "Assume that the failure had already occurred!"
Because the Preliminary Extra-Effect Determination Method is well-suited to diagnostic problems that are connected with complicated system with a lot of feedback, it could be implemented for solving the diagnostic problems in fields of: Sociology, Stock Market Analysis, Pedagogic, Management and so on.
Some thoughts about TRIZ feature transfer into other field of human life
There were a lot of trials to perform feature transfer of TRIZ tools into other fields of human activities like management, advertisement, marketing, election, education and so on. Some of them were more successful, some less so.
In most of the trials presented tools were limited by something more or less analogical to the forty TRIZ principles. In works where same regularities were discussed they (except for a few minor cases) were not transformed into practical tools.
The question is, “ Why?”
In order to investigate this, let’s take any technological system (TRIZ object) and try to describe it on different levels.
1. Every system is intended to gain a result to satisfy some need – the first level.
2. The result may be gained by a number of ways or/and methods – the second level.
3. Each way/method may be based on one of a number of different technologies (physical, chemical, biological, geometrical, etc., effects and phenomena) – the third level.
4. Every technology may be supported by one of different sets of technical means - the fourth level
5. And each technical mean has its set of parameters – the fifth level
For example, let’s take refrigerator:
1. It is intended to prevent food from spoiling – result
2. This result is received by food cooling - method/way. But there are other methods/ways to gain the same result.
3. The method is supported by, for example, technology based on adiabatic expansion/ compression and phases transition effects – technology. But there are other technologies that are able support the cooling method, for example, thermoelectricity.
4. There are a lot of different refrigerator designs that each of them realizes the adiabatic expansion/compression and phases transition effects technology – technical means
5. Each technical means has its own set of parameters.
If a problem appears in the refrigerator, the solution may be found by performing a change on one of the five system levels mentioned above. All the levels that are lower than the solution level are then rebuilt.
TRIZ instruments recommend such changes – each one on its level. There are tools that recommend change on the result level, on the method level, on the technology level and so on.
Let’s return to the TRIZ feature transfer into other field of human life in order to build TRIZ-like methodology.
It’s clear now that a new methodology for problem solving in management or advertisement, for example, must cover system changes on all five levels:
1. Result
2. Method
3. Technology
4. Means
5. Parameters
Let’s call this approach “multi-level analysis”. It’s good for assessment of problem solving methodologies.
As separate tool it also is good for classifying of TRIZ instruments. An additional research work would allow building of a new technology problem solving mechanism based on this approach.
Another usage of the approach is an alternative method of invention level determination that correlates, but differs from used in TRIZ now.
One of its applications is help in specification building (see table with example). One has to fill in the table before specification writing in order to determine of subcontractor "freedom" level for every system life stage.
Table filling example for printer conveyer
System’s life stages
Levels
Installation Normal Work Emergency Work Maintenance & Repair Development
Result to be gained (including environment if necessary) Easy transition from product to product. Easy printing head place adjustment and speed change Printing with high quality
on plastic surface People safety and
Equipment protection Easy
maintenance and preventive maintenance procedures Possibility of transition to robotic system
Method to gain the result
Carrier change, XYZ head movement and motor speed change Printed surface movement with controlled constant speed (maybe with stops) under printing head Movement stop.
Equipment stop and
signal Easy access to maintenance and repair points Load position suitable for future automation
Technology(s) to implement the method Subcontractor "freedom" Placement of products into carrier on the moving under printing head conveyer and their automatic collection in box after printing
Sensors,
Emergency stop and light/voice Subcontractor "freedom" Part carriers accessed from above
Means to support the technology(s) Subcontractor "freedom" Conveyer,
Carriers
Printing head holder,
collecting box pedal and timer Subcontractor "freedom" Subcontractor "freedom" Subcontractor "freedom"
Parameters of the means Subcontractor "freedom" Subcontractor "freedom" Subcontractor "freedom" Subcontractor "freedom" Subcontractor "freedom"
But the multi-level analysis by itself is not enough for assessment and for TRIZ feature transfer, for example, to management, art, and advertisement etc. fields. In order to get convinced try to describe these systems on mentioned above five levels.
In TRIZ such a system(s) is (are) the technical system(s). It is “simple” object, because we may not to take into account (and we don’t in most cases) object of a technical system itself in order to describe a system on five mentioned above levels. That’s why we had not problem, describing refrigerator.
And what is different in art, education and management, etc., systems?
In this case we deal with “complicated” objects – chains of objects that may have two, three and even more links.
For example, if the “object” of our problem solving methodology is advertisement systems, the methodology has to take in account changes in “objects” of the advertisement system themselves. For advertisement systems the “objects” will be human and problem solving methodology that deals with transitions of the advertisement system from state A (problem) to state B (solution) has also to deal with a human being which has to be transited from state A (problem) to state B (solution) too. And there are regularities for such transitions that are different from the TRIZ regularities that same authors may automatically apply to advertisement systems.
In case when the “object” of our problem solving methodology is management systems, the methodology has to take into account changes in “objects” of the management system themselves. For management systems the “objects” will be human teams, and problem solving methodology that deals with transitions of the management system from state A (problem) to state B (solution) has also to deal with a human team which has to be transited from state A (problem) to state B (solution) too. And there are regularities for such transitions that are different from the TRIZ regularities that may be automatically applied to management systems. And human teams have their own “objects” – business that has to be transitioned from state A (problem) to state B (solution) also. And the regularities of such a transition differ from the team regularities.
Let’s call the approach that we used to recover all links of an object chain “object chain analysis”. As separate tool it also is good for assessment of problem solving methodologies, but better to use object chain analysis together with multi-level analysis.
Notes:
1. Multi-level analyzer may be applicable to each link of the objects’ chain.
2. The regularities of so-called “final link” of the objects’ chain always dominate, because they are associated with result of the chain itself.
Used together multi-level analysis and object chain analysis allow us to describe complicated objects on five levels (result, method, technology, means and parameters) by mapping the systems we want to build TRIZ-like problem solving methodology for.
The next question is “How can the mapped system be connected to TRIZ-like tools (principles, standards and effects etc.)?” Are there some tricks?
Of course there are some “tricks” and this cannot be done automatically. One has to find out, for example,
• What should replace “substance” and “field” in a system of new standards and how they should be incorporated.
• Effects of witch science should replace physical, chemical, geometrical, etc. effects.
• Which principles may be used and how they should be incorporated into the new methodology.
Let’s discuss the “tricks”
.
Standards are based on su-field analysis. Generally su-field analysis is structural analysis that deals with building, destroying and development of the technical system structures. It is intended to build “bridge” between technology and physics, chemistry, etc. Thus standards for new TRIZ-like problem solving methodology have to be based on some ‘bridge” alike.
Thus the first question is “What is coming instead physics, chemistry, etc.?”
The previously done chain analysis answers to this question. The “final link” changing regularities bring with nearly math accuracy us to what is the science that coming instead physics, chemistry, etc.
Look yourselves in our examples the “final links” were human being and business.
Let’s return to su-field analysis. If we look at this approach carefully we will see that ‘fields” are changed by “substances” and “substances” are changed by “fields”. Moreover in transition deeper into micro-level the difference between “field” and “substance” nearly eliminated.
Thus instead of “field” and “substance” in the new problem solving methodology has to come something with the same properties.
For example, instead of “substance-field will come image-emotion or money-product, or text (in semiotic sense of this word)- information etc.
Incorporation of principles, and standards demands building of a problem formulation algorithm.
The problem that is formulated correctly includes four main elements: function (action), object of function, function carrier and undesirable effect that is connected with function carrier. An additional element of the correctly formulated problem is environment.
Example of possible problem formulation algorithm:
There are two types of problem situations:
1. The first type is one that exists when it is necessary to conduct some function (action) of system but facilities for it are absent or unknown.
2. The second type arises when the problem situation is connected with undesired effect (UDE) inside the existing system
If in the case of your problem is that facilities are absent or unknown (first type) then you are recommended to:
1. Formulate the function (action) for which realization a facility is absent.
2. Formulate the object of function
3. Choose some known facility for this function realization
4. Define the undesired effect, which arises during the realization of the previous step 3
If in the case of your problem is the undesired effect (UDE) that exists in the system (second type) then you are recommended to:
1. Formulate the UDE, which is a source of the problem.
2. Define the element, connected with the UDE
3. Formulate the function of the element that is connected with UDE
4. Define the object of function for the element that is connected with the UDE.
In addition for both problem types determine environment.
The principles (those of them that are generally formulated) may be easily divided into groups each one of them is connected to the specific element of the correctly formulated problem. By the way, they practically are used in this manner without clear pointing of this in TRIZ literature.
Note: Physics and chemistry-oriented principles cannot be easily connected to new TRIZ-like problem solving methodology.
The standards may be connected at the stage next to the stage of problem formulation – choosing of the problem solving direction.
There are two possible problem-solving directions:
1. Performance of function without function carrier (connected with change of the function object or getting information about it)
2. Elimination of UDE (connected with harmful interaction, or low effectiveness)
Standards (after transition from su-fields to something more appropriate for TRIZ-like problem solving methodology) may be easily divided into four groups when two of them are connected to the first problem solving direction and the rest two groups to the second one.
Summary
1. If you are going to build TRIZ-like problem solving methodology for other field of human life – use multi-level and object chain analysis in order to map your system.
2. Multi-level analysis demands to describe object of problem solving methodology on five levels: result, method, technology, means, parameters
3. Object chain analysis demands to present object of problem solving methodology as chain of objects.
4. The system is “mapped” when for each link of object chain is performed multi-level analysis.
5. Final link of the object chain determine which science(s) will replace physics, chemistry etc. and “supply” effects and phenomena for technology level
6. The hint “substance is changed by field and field is changed by substance” will help to assess if replacement of substance and field by something specific for other field was correct in order to build TRIZ-like standards.
7. General principles should be divided to four (five) groups and each one of them then connected to the main elements of correctly stated problem: function (action), object of function, function carrier, undesired effect, connected with function carrier and environment.
8. Standards (when and if they were built) should be divided to four groups and connected to possible directions of problem solving – two groups to each direction.
Of course, all described above isn’t enough for TRIZ-feature transfer into other fields of human activities in order to build TRIZ-like problem solving methodology, but in my opinion it makes such a transfer easier.
Multi-level Problem Solving
Introduction
In this article I would like to present a new method based on multi-level analysis. I called this new method Multi-level Problem Solving (MPS). Although some of its procedures were developed in the framework of TRIZ, the method has a different approach to problem solving and prediction. In spite of the fact that the core idea of the method (multi-level analysis) is more than ten years old, the MPS itself is a newborn method. That’s why one cannot expect TRIZ-like maturity and excellence from this new method. Also TRIZ began more then fifty years ago from a simple, five-step algorithm. I would suggest not to see weakness in this, but challenge. What is nearly impossible for mature methods – to develop something really new in their framework – is possible and welcomed in case of newborn methods. The only condition is that the core idea is promising and worth to develop. In this article I will present the MPS method as a skeleton of short algorithms which can serve as a basis for future discussion and further development.
MPS consists (at this moment) of four blocks:
• Initial problem definition
• Problem situation mapping
• Multi-level analysis of the chosen problem
• Multi-level change recommendations
Initial Problem Definition
There are two types of the problems:
a) Absence of a system to perform a function in order to obtain a specific result
For example: How could one discover cracks in a glass wafer? The problem is that the glass wafer is covered with two aluminum wafers. What can be done?
b) Undesirable effect (UDE) in an existing system
For example: During sputter coating of wafers with metal through a mask, metal also appears on the wafer under the mask. The reason is that there is space between the mask and the wafer. What can be done?
In case a) we define:
• The function; (discover cracks in glass wafer)
• The object of the function; (cracks)
• A known more or less suitable system to perform the function; (lighting from behind)
• The UDE which arises when we use this known system; (only the glue stamp and big cracks can be discovered)
In case b) we define:
• The UDE; (metal on the wafer under the mask)
• The element of the system connected with this UDE; (mask)
• The function of this element; (to cover the wafer, to make shadow on the wafer)
• The object of the function; (the wafer)
Note: The Initial Problem Definition might also be implemented for problem formulation outside of the MPS method.
Problem Situation Mapping
Once the initial problem is defined we are able to map our problem situation.
For example: We cannot increase the speed of an aircraft because of the air resistance to the wings. The element connected with this UDE is the wing.
Let’s first perform the Initial Problem Definition for this problem, which is of the second type: an UDE in an existing system.
• The UDE: air resistance to the wings
• The element connected with this UDE: the wings
• The function of this element: to support the aircraft body
• The object of the function: the aircraft body.
Now we can proceed with the Problem Situation Mapping.
1. The “south” UDE is the UDE which appears when the original problem (original UDE) is solved with known methods.
For example: The original UDE is air resistance to the wings. If we decrease the area of the wings, another UDE will appear: we have to increase the take-off speed of our aircraft... The element connected with this UDE is the airport runway, which will have to be too long...
2. The “north” UDE is the UDE, which appears if we remove the element connected with the original UDE.
For example: When we remove the wings, there is no air resistance to the wings, but now we have a new UDE connected with the non-performance of the function of the wings ...
3. The “west” UDE is the UDE which is the reason for our original UDE.
For example: Maybe the reason for air resistance to wings is the vortex motion of air which is caused by the wing surface... The element, which is connected with this UDE, is part of the surface of the wings...
4. The “east” UDE is the UDE which is the result if the original UDE is not eliminated.
For example: The loss of time because of the low speed of our aircraft.
For each UDE (original, north, south, west and east) we can now choose which is the kind of problem that we are going to solve:
1. UDE elimination
2. UDE measurement or detection
For example: Tool wear is measured by measuring the motor current. Then the adaptive system machinery center changes the parameters of the cutting process. However, overheating of the bearings causes wrong measurement of the tool wear.
In case 1) (UDE elimination) we might, for example, prevent the over-heating of the bearings.
In case 2)(UDE measurement) we might measure (or detect) the over-heating of the bearings.
It depends on you to choose the problem to solve, based on the resources which you have.
Note1: The chosen problem should be defined again according to the rules of Initial Problem Definition.
Note2: The Problem Situation Mapping might also be implemented for problem mapping outside of the MPS.
Multi-level Analysis
Multi-level Analysis is the description of the system (or element) connected with the UDE on five different levels: Result, Method, Technology, Means, and Parameters.
level 1: Result: Every system is intended to gain a result to satisfy a certain need.
level 2: Method: The result may be gained by a number of ways or methods.
level 3: Technology: Each way or method may be based on one of a number of different technologies (physical, chemical, biological, geometrical, etc., effects and phenomena).
level 4: Means: Every technology may be supported by one of a number of different technical means.
level 5: Parameters: And each technical mean has its own set of parameters.
Note: The Multi Level Analysis might also be implemented for system analysis outside of the MPS method.
These five levels can be easily connected to the defined problem.
1. Result is connected with the object of the function, including the environment, were the result should be gained;
2. Method is connected with the function to gain the result;
3. Technology is connected with the principle of action on which the function is based;
4. Means is the object or element which is connected with the UDE;
5. Parameters are the parameters of the object which is connected with the UDE.
For example: Let’s take a refrigerator…
1. A refrigerator is intended to prevent food from spoiling – result. The object of the function is food
2. This result is achieved by cooling the food - method. The function is to cool food. But there are other methods to achieve the same result.
3. The method is supported by, for example, technology based on adiabatic expansion/ compression and phases transition effects – technology. This is the principle of action of the function “to cool food”. But there are also other technologies that are able support the cooling method, for example, thermoelectricity.
4. The technology of adiabatic cooling is performed by a refrigerator – technical means. There are of course a lot of different refrigerator designs that each of them realize the technology of adiabatic expansion/compression and phase transition effects. The UDE is that cooling dries food. The object connected with this UDE is the refrigerator itself.
5. Each technical means has its own set of parameters – dimensions, compression unit power etc.
If a problem or UDE (cooling dries food) appears, the solution may be found by performing a change on one of the five system levels mentioned above. As a result all the levels that are lower than the solution level are then rebuild.
Multi-level Change Recommendations
This block is under construction. So there are not many recommendation tools yet. Some of them might be taken from TRIZ (which demands re-formulation), some from technical and non-technical literature. I invite everybody to contribute in building the MPS tool base in order to turn it more quickly into a powerful method.
Here are some tools.
Connection of technical effects to multi-level description
For example, technical effects can be classified in 4 different levels as follows:
1. Methods to achieve a specific technical effect (conditions, carriers, etc.);
2. Methods to eliminate outputs of a specific technical effect (other effects or different tricks, etc.);
3. Methods to control the parameters of the specific effect (in order to change it in time, in space or in relation to other parameters) and methods for enhancing effects (combinations of effects into effect structures. For example, capillary effect combined with vibration, or capillary effect with electric field);
4. Methods to measure the parameters of the specific effect (other effects or tricks or formulas);
For example: for changing the aggregate state (phase) by using thermal energy we have described the effect on four levels as follows:
1. Let’s skip this one, because everything is clear with regards to the conditions for changing of the aggregate state by using thermal energy;
2. Some of the methods are to increase the outer pressure or to add a salt (if we change the aggregate state of water) or maybe we can transport anti-flow of the thermal energy by using a heat pipe, and so on.
3. Using pressure in order to control the parameters of phase transition. Using vibrations. Using magnetic liquids instead of the usual one and using electromagnetic fields. Etc.
4. There are many methods for measuring change of temperature or volume. There are also effects which are connected with changes of the acoustic, chemical, electromagnetic, etc. characteristics when the aggregate state is changing.
The work with such a classification can be as follows:
In order to perform changes on the “technology” level (alternative technology for performing a function) define the type of function:
a) Changing the object of the function;
b) Measurement/indication of the object of the function.
In case of a)
Find proper effect(s) to apply a different type of energy to change the object.
(See below)
In case of b)
Determine the effect on which the process to be measured is based. Than find an alternative way to measure this effect (level 2 of the effect description).
For example: When water starts to boil its electrical resistance changes by jump.
In order to perform changes on the “means” level (elimination of an UDE) define the kind of UDE:
a) Low efficiency of performing the function;
b) A harmful factor.
In case of a)
Find the effect the function is based on. Than improve this effect according to level 3 of the effect description.
For example: Capillary effect might be enforced (controlled) with vibration or with electric field…
In case of b)
Find the effect the harmful factor is based on. Than apply level 4 of the effect description.
For example: The harmful effect is based on friction. In this case vibration might help.
If effects are described as suggested above - the right determination of the effect = the solution’s recommendation.
Connection of other tools to multi-level description:
Changes applied on level “parameters”
Change the dimensions of the object of the UDE.
Change the temperature of the object of the UDE.
Change the speed of the object of the UDE.
And so on …
Changes applied on level “means”
Divide the object of the UDE into independent parts.
Separate an interfering part from the object of the UDE.
Change the structure of the object of the UDE from uniform to non-uniform.
Change the shape of the object of the UDE from symmetrical to asymmetrical.
Turn the object of the UDE 'upside down'.
And so on …
Changes applied on level “technology”
Choose an alternative energy for performing the function.
Mechanical energy.
A. Realize the required action by using one of the types of mechanical energy.
B. Use a substance to transform mechanical energy into the required action.
Mechanical energy types: pressure, Archimedes’ forces, air- and hydrostatic and dynamic forces, vibration, shock, gravitation, etc.
Oscillation energy.
A. Realize the required action by using one of the types of oscillation energy.
B. Use a substance to transform oscillation energy into the required action.
Oscillation energy types: sound, ultra and infra sound, stable waves, resonance, etc.
Thermal energy.
A. Realize the required action by using one of the types of thermal energy.
B. Use a substance to transform thermal energy into the required action.
Thermal energy types: heating, cooling, shock, etc.
Chemical energy.
A. Realize the required action by using one of the types of "chemical" energy.
B. Use a substance to transform chemical energy into the required action.
Chemical energy types: decomposition, combustion, oxidization, reduction, thermal reactions, absorption, transport reactions, dissolving.
Electric energy.
A. Realize the required action by using one of the types of electric energy.
B. Use a substance to transform electric field energy into the required action.
Electric energy types: electrostatic energy, electric current, electric charge (or discharge), etc.
Magnetic energy.
A. Realize the required action by using one of the types of magnetic energy.
B. Use a substance to transform magnetic field energy into the required action.
Types of magnetic energy: magnetic and electromagnetic fields, magnetic field of electric current, electromagnetic waves.
For example: Instead of mechanical separation, use electric of magnetic separation.
Changes applied on level “method”
There are not a lot change recommendations on this level. At least I have found only a few.
For example: Invert the action(s) (e.g. instead of cooling an object, heat it)
Maybe a key is in “deeper” understanding of how the object of a function maybe transferred from condition A to condition B
For example: We cool food in refrigerator to prevent it from spoiling. The cooling slows down the growth of food-spoiling-bacteria. Now it is clearer what we need to achieve with other methods to prevent food from spooling.
Changes applied on level “result”
On this level CID (creative imagination development) tools (such as the System Operator, DTC (dimension, time, cost) Operator, Fantogram, etc.) fit the best, because they change the human mind about what is the result REALLY to be gained.
In my opinion MPS is worth to develop further.
Effective usage of Altshuller’s Matrix
I am not a big fan of the contradiction matrix as means for searching of appropriate principles for problem solving. I prefer more accurate tools like elements of ARIZ (fingers on one hand is enough to count when I used whole ARIZ to solve the real problems) or standards. Even 40 principles themselves without matrix when they reorganized in a little bit different form are preferred in my opinion.
Nevertheless I find trials to solve problems with help of the matrix very useful. Trying to match real parameters of a system to the parameters of the matrix enables a problem solver to get deeper into the problem and understand it better. And better problem understanding is step in the right direction. Thus preparing to use the matrix itself, in my opinion more useful than its (sometimes-misleading) suggestions to apply specific principles.
The aim of the article is to make using of the “conventional” matrix easier and more algorithmic. And maybe matrix’s suggestions to use specific principles in this case will be less misleading. Who knows?
First of all let me present more or less “conventional” method of problem solving with Altshuller’s matrix:
1. Determine the parameter of the system, whose improvement leads to elimination of the undesired effect (UDE). Of course, UDE should be formulated before that.
2. Define a known method for improvement of this parameter.
3. Determine the parameter that gets worse, as a result of application of the known method.
4. Match each of the two parameters to one (or more) of appropriate 39 parameters of the Altshuller’s matrix:
• The parameter to be improved - row;
• The parameter that gets worse - column;
5. Find the numbers of recommended principles in the cell at the crossing row and column.
6. Look for recommended principles’ description in the list of principles.
7. Convert the general solution recommended by the specific principle into concrete solution for the problem.
Let’s concentrate on two main things: UDE and the known method. This pair determines each problem. But any problem situation has a number of such pairs. Therefore we have to find a way to determine other pairs of problem situation. Problem situation specification and problem mapping can help us.
According to problem specification we have to determine the element, connected with UDE and function of this element.
According to problem mapping we have to define additional UDEs:
a. UDE that appears if we use a known method to eliminate the original UDE – we do this in frame of “conventional” method of problem solving with Altshuller’s matrix (original UDE -> known method->UDE (a) => contradiction 1)
b. UDE that appears if we mentally remove the element connected with the original UDE. In this case the element connected with original UDE is the “known” method. (UDE (b) -> known method -> original UDE => contradiction 2)
We also can define two more UDEs:
1. UDE that is cause of the original UDE
2. UDE that is result of the original UDE
Each of them should be treated as the original UDE.
• Cause UDE -> known method->UDE (a)’ => contradiction 3)
• UDE (b)’ -> known method->cause UDE => contradiction 4)
• Result UDE -> known method->UDE (a)” => contradiction 5)
• UDE (b)” -> known method-> result UDE => contradiction 6)
See below the diagram showing the relationships and hierarchy of the 6 contradictions
Now we can mach UDEs of each contradiction to parameters (to be improved and gets worse) of Altshuller’s matrix.
Example: Test fixture for electronic components measurement.
The test fixture is intended for measurement of high frequency surface mounted electronic components (couplers, filters etc). The test fixture is installed on the automatic testing machine. Measurement itself is performed with device that is intended for such a measurement. The components are measured and then, depending on measurement, are packed or thrown to the defect bin. During measurement the components are placed on springy contacts of the test fixture printed circuit. Printed circuit is a three-layer sandwich - epoxy glass that is covered from both sides with thin metal layers (see diagram below)
The test fixture measures about five components per second. The problem is that the printed circuit is very sensitive to “strikes” of such a measurement. Metal layers get cracks and that causes to wrong measurement. This “surprise” occurs after 20-30 thousands measurements and test fixture that costs a lot of money should be removed from the testing machine and repaired. Repair operation demands a lot of time, special equipment, high qualification of the repair personnel and costs a lot of money. What can be done?
A. Original UDE
The original UDE - short life of test fixture
The element connected with UDE – printed circuit
The function of the test fixture – to connect the component with measurement device
The known method is to repair the test fixture – to change the printed circuit
The UDE that appears in this case – it takes a lot of time and printed circuit is too expensive.
If we mentally remove printed circuit from the system – another UDE appears – there is no contact between component and measurement device.
B. UDE-cause
The UDE-cause - cracks in metal layers of printed circuit
The element connected with UDE – metal layers (of the printed circuit)
The function of the layer – to conduct RF signal
The known method is to repair the test fixture – to change the printed circuit
The UDE that appears in this case – it takes a lot of time and printed circuit is too expensive. As we could see the known method is the same.
If we mentally remove metal layers from the system – another UDE appears – there is no RF signal.
C. UDE-result
The UDE-result – low measurement reliability
The element connected with UDE – printed circuit
The function of the printed circuit is to connect the component with measurement device.
The known method is to repair the test fixture – re-measurement
The UDE that appears in this case – poor productivity
If we mentally remove the printed circuit from the system – another UDE appears – there is no contact between component and measurement device
Thus we get six contradictions
Contradiction # UDE to be eliminated The known method to eliminate UDE UDE’ that appears if the known method is used
1 Short life of test fixture To change the printed circuit It takes a lot of time and printed circuit is too expensive
2 There is no contact between component and measurement device Printed circuit Short life of test fixture
3 Cracks in metal layers of printed circuit To change the printed circuit It takes a lot of time and printed circuit is too expensive
4 There is no RF signal Metal layers (of the printed circuit) Cracks in metal layers of printed circuit
5 Low measurement reliability Re-measurement Poor productivity
6 There is no contact between component and measurement device Printed circuit Low measurement reliability
Now we can match these contradictions to parameter’s contradictions of Altshuller’s matrix. See results in the table below.
NOTE: Actually at this stage a problem solver familiar with problem formulation, problem mapping and re-formulation understands that he/she has to make same change in printed circuit like it was done in real solving process. Moreover there is clear, which principles should be applied, but according to rules of our “game” let’s use Altshuller’s matrix in order to find appropriate inventive principles
Contradiction # Parameter to be improved Parameter that gets worse Recommended Principles
1 16 34 1
2 24 16 10
3 30 34 35,10,2
4 24 30 22,10,1
5 27 39 1,35,29,38
6 24 27 10,28,23
Solution idea (based on principles 1 and 2)
Printed circuit is turned from sandwich of three layers firmly connected to each other to a sandwich with layers that are not connected each other. Such a design eliminates strains that cause to cracks in the metal layers because of repeat contact bending during measurement. As result, the test fixture is in ten times cheaper, reliable during millions of measurement and easy for repair.
Conclusion: Using of the presented algorithm for problem formulation, makes it easy to see which parameters to use, and which principles to use to develop solutions to problems
Specification of the Problem Situation
With M.Pomerantz
Introduction
In this article we would like to present and illustrate how works the mechanism for specification of the problem situation. As examples for this illustration were taken classic examples from ARIZ appendixes
1. Problem situation description.
Describe the situation by simple, understandable way, using the words and expressions, which might be clear for a non-experienced in this problem person. If a teenager would understand the gist of the problem - it means that you formulate it correct.
Example 1.
It is necessary to create for various technological and scientific applications the liquids of special, optical like cleanness, which would contain the minimal quantity of insoluble particles. It is not a problem to detect the big particles using the light reflection. But one enters into the problem when dealing with very small particles, because it is impossible to use the known optical methods. So it is necessary to develop the method of detection and calculation of very small particles into the colorless liquid.
Example 2.
For investigation of process of vortex (whirlwind) formation the model of parachute is usually placed inside the glass tube and water is being pumped through it. Thin layer of instant color for vortex formation observation covers the model. But the color expends very fast and this is a shortcoming. What can you suggest?
2. The type of the problem situation definition.
There are two types of problem situation. The first type situation is one that exists when it is necessary to conduct some function of technical system but the technical facilities for it are absent or unknown. The second type arises when the problem situation is connected with undesired effect (UDE) inside the existing technological system.
Example 1.
This problem is concerned to the first type: "absence of technical facility for realization of desired function".
Example 2.
This problem about parachute model is concerned to the second type: "there is an undesired effect in the technological system".
NOTE: If you run into difficulties with definition of a problem situation type, please, specify it to the one of the types, which seems most convenient for you. If you are mistaken, it is not terrible!
3. Combination of both types of problem situation to the single type.
In the case when the situation is belonged to the first type ("absence of the facility"), please, fulfill the group A of steps.
In the case when the situation is belonged to the second type ("existence of the UDE"), please, fulfill the group B of necessary steps.
GROUP A.
1. Formulate the function for which realization the technical facility is absent.
NOTE: Try to do it in a short formulation, which includes verb + noun.
Example 1.
Function, for which realization the technical facility is absent, is to "discover the particles".
NOTE: If during the formulation of the function you run into problem - then suppose what kind of UDE would exist in the case of non-execution of this function and try to define the action, necessary for this effect elimination. It would be a sought function.
2. Object of function definition. Object is a substance towards which the action is directed. In other words, it is something that being processed, measured and so on. Object is always some material substance and not a parameter.
Example 1.
The object of the function "to discover the particles" are the particles.
3. Choose some known facility for this function realization. If you cannot find this one, you can take any facility for realization of similar functions from other branches of technology.
Example 1.
Known facility - laser mounting.
4. Define the undesired effect, which arises during the realization of the previous step 3.
Example 1. The UDE: the quantity of laser radiation, reflected by particles, is too small.
NOTE: If you cannot find the known facility in other fields of technology, please, pass the steps 3 and 4. Further, it would make easier for you to choose the direction of problem solving.
GROUP B.
1. Formulation of the UDE, which is a source of the problem.
Example 2.
Undesired effect: very quick debit of color.
2. Define the element, connected with the UDE.
Example 2.
In this problem it is color.
NOTE: You can check your definition of the element, which is connected with undesired effect. For this you may mentally remove this element from the technical system. The first UDE in this case disappears but instead the new UDE is emerged.
Example 2:
In the case of mental remove of color, the UDE1 - "quick debit of color" disappears, but the UDE2 emerges -"invisibility of water whirlwinds, bending round the dummy".
3. Formulation of function of the element, connected with UDE.
Example 2:
The function of color is to paint (to mark) the water whirlwinds.
NOTE: If you run into problems in this step, return to the note of the step 1 of group A.
4. Define for the object of function for the element, connected with the UDE.
Example 2:
Object of function - water whirlwinds.
As you see now, the both types of problem situations might be combined into single type, which is defined now by 4 characteristics (look for table 1).
TABLE 1.
No Characteristics Example 1. Example 2.
1. UDE Quantity of reflection of laser radiation is small Fast debit of color
2. Element connected with UDE. Laser mounting. Color
3. Function of the element connected with UDE. Discover particles. To paint (mark) water whirlwinds.
4. Object of function Particles. Water whirlwinds.
TRIZ Problem Selection and Definition Reinvigorated!
With Amir Roggel
Abstract
Classical TRIZ provides effective tools to define properly and to resolve contradictions in a system. Identifying and selecting the “right problem to solve” before “defining it right” is a crucial prerequisite for success in any system and process improvement with TRIZ. Effective “problem selection” has been the object of multiple approaches. A background on these methods and their advancement over classical TRIZ is presented. A novel system theory based tool, called Problem Situation Mapping (PSM) was developed in order to overcome some of the existing limitations. PSM object is “the right problem to solve”, correctly stated, and “the right contradiction to solve” exposed. PSM integrates several TRIZ thinking approaches creating successfully a system thinking multi-windows based highly instrumental and practical tool. PSM was developed by author and it is a part of I-MUST Innovation process (Innovation - Multilevel Universal System Thinking) . I-MUST is an application of MUST theory. MUST serves as meta-method to develop new methods, improve existing methods, and obtain synergy among different methods.
Keywords: Problem selection, Problem defintion, Problem Situation Mapping, PSM, Puzzle Thinking, TRIZ, TOC, Altshuller Matrix. MUST, I-MUST.
1. Background - the challenge of problem selection
Even Einstein couldn’t find the solution if he had the wrong problem – he is quoted as having said that if he had one hour to save the world he would spend fifty-five minutes defining the problem and only five minutes finding the solution. This tells us that “the problem is to know what the problem is”.
Genrich Altshuller has incorporated “problem selection” steps in ARIZ versions up until ARIZ-85B. ARIZ-77 for example, includes in steps 1.1 to 1.9 twenty eight questions/directions to determine the final goal of the task, check workaround and look for other problem to be solved in order to obtain the end result etc. These questions/directions about the problem situation were removed in ARIZ-85C. Graphical methods have emerged in attempt to model the problem situation: system/process functional modelling by Litvin and Malkin is based on Value Engineering by Miles. Causality modelling was developed: Cause Effect Chain analysis to reveal set of key problems by Litvin, Root Conflict Analysis+ to elaborate contradiction during causality tree development by Souchkov. All aimed to expose multiple contradictions and opportunities to improve the system, and enable the solver to choose which ones to solve. System approach methods using multi-screen modelling have been developed to enable Zooming-in: author (b) has replaced Time axes of multi-screen with Causality axes and System Components with Undesired Effects (UDEs) as quoted in and. Problem Formulators were developed using system operator modelling by Zlotin et al. and Malkin et al., the former add axes of Cause-Effect and Input-Output to Time and System level axes of classical multi-screen. The latter attaches Cause-effect relation for “problem” (sub-system) and Input-Output relation for “process” (system where problem resides). These works and additional works by Darrell Mann, Ellen Domb and others provide additional view angles to examine the problem situation. Main Parameter of Value (MPV) by Litvin provides a view angle from customer/market perspective.
“Problem Situation Mapping” (PSM) is a “TRIZ multi-screen” based modelling method to cross-hair on the key problem area and zoom-in onto “the right contradiction to solve”. PSM organizes Undesired Effects (UDEs) by causality and problem-level relations, states the problem correctly as a set of five elements, and “transforms” the UDEs into a contradiction set. These bring the solver to “select the right problem” and “define it right”, making it ripe for inventive solution.
1. Problem Situation Mapping (PSM) – what is it and how it works
PSM is a method based on “puzzle thinking”: the ability to see the pieces and the big picture simultaneously, and to connect the pieces to one another properly. It provides a multi-screen mapping tool of the problem situation and a “moving cross-hair” to lock onto the “right problem”.
The horizontal axis of the multi-screen is a causality axis: Cause-Effect relations, the vertical is “Problem level” axis. All screens are formulated in same format to enable smooth movement of the “cross-hair”. Each screen includes a UDE, which represents its associated “correctly stated problem”.
Constructing a PSM:
A “correctly stated problem” is formulated as a set of five elements. Centre screen includes the “original UDE”. This utilizes “functional thinking”, as seen in equation (1):
POriginal = {UDE, Element connected to it, Action of element, Object of action, Environment*} (1)
The left screen is the “cause UDE” (UDEWest). The right screen is “result UDE” (UDEEast). Both elaborated using equation (1). Note (*) that Environment is written for centre screen, optional for others.
Moving “up” the problem level, the solver removes the Element connected to UDE and identifies the new super-system UDE (UDENorth) occurring without this element, as seen in equation (2):
PNorth = {UDENorth, Element removed, Action not done, Object not affected, Environment*} (2)
Moving “down” the problem level, the solver keeps current UDE, lists the “common method” used today to reduce UDE impact and describes the UDE resulting from using this method: UDESouth per equation (3)
PSouth= {UDESouth of common method, Element connected, element Action, action’s Object, Env.*} (3)
UDEs at corner screens are built in relation to UDEWest and UDEEast using equations (2), (3) as if we moved cross hair. This model of “Problem Situation Map” is described graphically in Fig 1.
Fig 1. Problem Situation Map with original UDE under “cross-hair”
Selecting and stating the problem:
The solver moves the map “under the cross-hair” according to the algorithm until stopping on “the right problem to solve”. The solver zooms-in on the problems associated with the original UDE and its neighbours (UDENorth and UDESouth , UDEWest and UDEEast). The elaboration to five-elements set states the problem correctly. Solver determines now a strategy A, B or both considering resources available:
1. UDE elimination.
2. UDE measurement or detection
Template in Fig .2 is used to document the process. (*) environment is filled in centre UDE.
Fig 2. Problem Situation Map – template for correct problem selection and stating
Once the “right problem to solve” is stated correctly, the solver is ready to next stage of innovation process algorithm: “define the problem right” - revealing the contradiction. The adjacent UDEs and associated problems would serve as set of resources for the solution.
Problem Situation Mapping example:
Problem original statement: “We cannot increase the speed of an aircraft because of the air resistance to the wings”.
For original Problem Definition the solver fills the five elements of the set:
P = {UDE, Element connected to it, Action of element, Object of action, Environment}
• UDE: air resistance to the wings
• Element connected with this UDE: the wings
• Action of this element: support aircraft body
• Object of the action: aircraft body.
• Environment: air around the wings
In next steps of Problem Situation Mapping example the solver fills the screens adjacent to centre:
Each UDE represents its respective 5-elements set problem, for example UDESouth represents PSouth
• UDESouth is created when the original problem (original UDE) is solved with known methods
The original UDE is air resistance to the wings. Known method is to decrease the area of the wings, but another UDE appears: “we have to increase the take-off speed of our aircraft...” The element connected with this UDE is the airport runway, which would become much too long...
• UDENorth is created when by removal of the element connected with the original UDE.
When we remove the wings, there is no air resistance to the wings, but now we have a new UDE connected with the non-performance of the function of the wings.
• UDEWest is the reason for the original UDE.
As the reason for air resistance to wings relates to the vortex motion of air, caused by the wing surface, the Element, which is connected with this UDE, is the interacting part of the surface of the wings...
• UDEEast is the result if the original UDE is not eliminated. Loss of time due to low aircraft speed.
Determining strategy is done for the problem that “moved” to the centre: UDE Elimination, Measurement/detection or both are the strategies to choose from.
Example: mechanical tool wear-out in metal cutting operation is tracked by measuring the motor current. Then the adaptive system machinery centre changes the parameters of the cutting process. However, overheating of the bearings causes incorrect measurement of the tool wear.
For UDE elimination we may, for example, prevent the over-heating of the bearings.
For UDE measurement we may measure or detect the over-heating of the bearings.
Solver selects the problem to solve among correctly stated problems, determine strategy and defines it as a contradiction.
2. Altshuller Matrix revisited – A Case Study of using PSM to improve classical method
PSM addresses the “front end” of the problem solving process: “problem selection”. The better the tool for this stage is, the better the “mid stage” becomes (“problem definition”) and consequently, the result of the “back end” stage (“inventive solution generation”).Overall innovation process effectiveness improves. This section presents theory and practice to demonstrate how PSM reinvigorates usage of Altshuller Matrix in the I-MUST Innovation process. The objective is to move smoothly from “problem selection stage” to “problem definition” stage, where “correctly defined problem” is formulated as a contradiction. Remember that “correctly stated problem” is a five-element set, hence “stating the problem properly” precedes “defining it correctly”.
Solver starts from an original UDE of the original problem and uses PSM process described in “Constructing a PSM” section above to elaborate 9 UDEs: UDEOriginal , UDENorth ,UDESouth , UDEEast , UDEWest , UDESouth-West UDESouth-East , UDENorthe-West, UDENorth-East
Each UDE in center row interacts with the one below it and the one above it – which are at different problem level. These pairs create six contradictions as described in Fig. 3
Fig 3. Problem Situation Map with pairs of contradictions
The solver “moves” the screen set virtually in “half steps” to bring the 6 contradictions under the “cross-hair”. For each contradiction a parameters pair is determined using standard Altshuller Matrix parameters: improving and worsening parameters.
Example – improvement of Test fixture (Jig) for electronic components.
The test fixture is used in automatic testing machine, to measure high frequency surface mounted electronic components (couplers, filters etc). Components are measured, and packed or discarded to the defect bin per measurement result. During measurement the components are placed on the springy contacts of the test fixture printed circuit. Printed circuit is a three-layer sandwich - epoxy glass covered from both sides with thin metal layers per diagram in Fig. 4
Fig. 4. Text fixture with device
Measure rate is about 5 components per second. The problem is that the printed circuit is very sensitive to “strikes” during measurement. Metal layers tend to cracks and result in an inaccurate measurement. This failure appears after 20-30 thousands measurements. The expensive test fixture should be removed from the testing machine and repaired. Repair operation requires special equipment, highly qualified repair personnel, takes much time and is very costly. What can be done?
A. Developing original UDE set
Original UDE: short life of test fixture
Element connected with UDE: printed circuit
Action of element: contact component mechanically, for electrical path to measure device
Object of action: component
2. Known method to repair fixture: replace the printed circuit
UDE result (UDEEast): repair time too long, printed circuit too expensive.
3. Printed circuit mentally removed from
UDENorth appears: no electrical path between component and measurement device.
D. UDE-cause identified
UDEWest: cracks in metal layers of printed circuit
Element connected with UDE: metal layers (of the printed circuit)
Action of metal layers: conduct RF signal
5. Known method to repair fixture: replace the printed circuit (as above)
UDENorth-West appears: repair time too long, printed circuit too expensive (as above)
6. Metal layers mentally removed from system
UDENorth appears: there is no RF signal.
G. UDE-result
UDEEast : low measurement reliability
Element connected to it: printed circuit
Function of printed circuit: connect the component with measurement device.
Known method: repair the test fixture and re-measure
8. UDESouth-east : poor productivity
Mentally removing the printed circuit from the system, creates a new UDE
1. UDENorth-east appears: there is no contact between component and measurement device
Table 1 summarizes the six contradictions
Contradiction # UDE to be eliminated The known method to eliminate UDE UDE that appears if the known method is used
1 Short life of test fixture To change the printed circuit It takes much time and printed circuit is expensive
2 There is no contact between component and measurement device Printed circuit Short life of test fixture
3 Cracks in metal layers of printed circuit To change the printed circuit It takes much time and printed circuit is expensive
4 There is no RF signal Metal layers (of the printed circuit) Cracks in metal layers of printed circuit
5 Low measurement reliability Re-measurement Poor productivity
6 There is no contact between component and measurement device Printed circuit Low measurement reliability
Table 1. Six contradictions derived from PSM
Table 2 matches these contradictions to Altshuller’s Matrix standard parameters
Contradiction # Parameter to be improved Parameter worsening Recommended Principles
1 16 34 1
2 24 16 10
3 30 34 35,10,2
4 24 30 22,10,1
5 27 39 1,35,29,38
6 24 27 10,28,23
Table 2. Six contradictions presented as standard parameters
The process to generate solutions continues as done in regular use of Altshuller Matrix
Solution idea was generated based on principles 1 and 2:
Printed circuit is turned from sandwich of three layers firmly connected to each other into a sandwich with layers that are not connected each other. This design eliminates strains that are causing metal layers cracks due to repeat contact bending during measurement. As result, the test fixture is ten times cheaper, reliable for millions of measurement and easy to repair.
PSM used to obtain synergy of methods - TRIZ-TOC
In common TOC process, the solver builds a CRT (Current Reality Tree) in order to identify the key problem: the “root UDE”, which represents the System Constraint. The UDE statement is reversed to create a positive “goal” for the Cloud or CRD (Conflict Resolution Diagram). Cloud is elaborated from left to right. Solvers do the mental leaps of converting root UDE into Cloud’s “goal” and elaborating the “Must” requirements/Prerequisites.
Problem Situation Mapping applies "Puzzle thinking" in order to bridge from CRT system constraint into Cloud by revealing set of UDEs near the constraint. These UDEs are connected by cause-effect relations and by problem-level. The conflicting pairs of UDEs are transformed directly into Clouds as in Fig 5.
Fig. 5: Generating set of Clouds from CRT “root UDE” – using PSM
Transition from CRT to set of Clouds
We start from UDE1 - the “original” UDE that determines a problem (key problem in TOC TP).
PSM help us define additional UDEs as described in “Construction PSM” section.
We receive 6 contradictions as described in “Altshuller Matrix revisited” section. Each one becomes the “Must” part of a Cloud. Hence we receive 6 Clouds.
We determine which of the Clouds need to be solved in order to eliminate the system Constraint, and proceed in regular process of solving Clouds, where further TRIZ synergy applying TRIZ separation principles to the Cloud’s conflict improves results. Original CRT building process is accelerated and improved using TRIZ X-factor – these processes and further synergy are beyond the scope of this paper.
40 Principles new classification
The paper focuses on problem selection and definition. Additional “solution generation tools” developed within I-MUST concludes a more effective innovation process based.
In MUST there are 5 customization levels: Result, Method, Technology, Means, and Parameters.
I-MUST Innovation process translates them into “functional levels”, in order to connect classic TRIZ tools to the “change levels” in the problem’s five element set.
Here is a classification of inventive patterns, the 40 principles, by “functional levels”:
• UDE: 8,9,11,13,21,22,25,27,30,34,39
• Element:
• Action: 5,9,10,12,13,14,15,16,17,18,19,20,21,24,28,32,36,37,38
• Object:
• Environment: 3, 8,13,15,30,32,35,39
Note: principles that appear in more than one level, consist sub-principles or “suggest” a change, for example, principle #9 (Prior anti-action) addresses both UDE and Action.
This classification takes advantage of Matrix’s “elegance” in a more instrumental manner than regular use.
Conclusions/Summary
PSM method and tool were developed as part of the I-MUST Innovation process by using MUST meta-method. PSM provides for the problem solving process a new way to “select the right problem” and “define it right” and result in more effective innovation process. PSM is capable to serve as a zooming-tool to improve variety of methods and problem solving processes. Three of them were demonstrated in the paper: Altshuller Matrix, Principles classification and TOC-TP process improvement.
The authors believe that MUST meta-method brings a new S-Curve in field of problem solving methods.
The readers are encouraged to apply PSM approach on any problem solving technique they practice, to improve the process of “problem selection” and “problem definition”.
TRIZ marriage with TOC delivers improved product
With Rony Mann
Abstract
A product is an essential super-system in every system. Product change is an outcome of every system, and in most cases products affect the system. Often, the system includes a human interface that cannot be fully controlled. Each system’s performance is limited by at least one constraint at a time. System performance improvement can be achieved if the constraint/limitations is identified and a stable solution. is provided. The method “Thinking Processes” is a part of Theory of Constraints (TOC TP). It provides tools to identify system's constraints, define properly the conflict that causes the constraints and exposes "hidden assumptions" in the understanding of the conflict. Conflict's resolution eliminates the constraint and improves system performance. TRIZ provides effective and proven tools to resolve technical conflicts. We use the common object of both methods to resolve contradictions/conflicts as a coupling point. The combination of TOC TP in conjunction with TRIZ provides a powerful toolset, enabling the improvement of product and system performance for systems that consist of both technical elements and human factors.
Keywords: TRIZ, TOC, TOC TP, System, Constraints, Conflict, Puzzle, Problem Situation Mapping, Cloud, CRD, CRT, PSM, MUST
1. What is TOC TP?
The Theory Of Constraints (TOC) is a management philosophy for the improvement of system performance, created by Dr. Eliyahu Goldratt. It applies the thinking processes and logic used in the hard sciences (sufficient cause, necessary condition) to understand and improve systems of all types as well as to enable people to think creatively and to have high quality interpersonal communication.
TOC consists of three parts:
1) A set of problem-solving tools - called the TOC TP (Thinking Processes) - to logically and systematically answer the three questions essential to any process of on-going improvement: "What to change?", "To what to change to?" and "How to cause the change?".
2) A set of daily management tools - taken from the TOC TP - that can be used to significantly improve vital management skills, such as communication, effecting change, team building and empowerment; strategic planning and problem analysis and conflict resolution.
3) Innovative, proven solution sets created by applying the TOC TP to specific application areas, such as Production, Marketing and Sales, Project Management, and Setting The Direction of The Company, and many other applications.
An extraordinary benefit of the TOC TP tools is that they provide the ability to recognize the paradigm shifts which occur when environment and external rules are changed but our assumptions and rules don't. Those of us who continue our patterns of operation, regardless of the changing reality, will suffer when the effects of our actions are not those that we expect. We cannot constantly monitor every assumption to be sure we are in line with constantly evolving reality, so practicing of TOC logic tools can be a real advantage.
2. What is TRIZ?
TRIZ is a problem solving methodology based on logic and data which relies on the study of so called "transition patterns" from problems to inventive solutions, not on the spontaneous or intuitive creativity.
TRIZ is based on the hypothesis that there are universal principles of creativity that are used as a base for innovations which advance technology. These principles could be identified, classified, and used in the application of TRIZ process to mimic the innovation/problem solving process.
The generic flow of the innovation/problem solving applies TRIZ general patterns (problem;solution) to specific situations in order to find a solution (Fig 1)
3. Previous attempt to "marry" TRIZ and TOC are reported since 1999. Ellen Domb and H.W Dettemer discussed the use of separation principles and the contradiction matrix to solve the cloud conflict. David Bergland and Alla Zusman used the functional tree instead of the CRT, they defined the "Must" part of the cloud as technical contradiction and the "Pre requisite" part as physical contradiction and used separation principles to solve the conflict. We will show a comprehensive approach for TOC TP synergy with TRIZ, developed using "system approach".
4. Comparison between TRIZ and TOC TP analyzed by Multilevel Universal System Thinking (MUST)
Result: Both TRIZ and TOC TP are intended to get the same result - improvement of a system.
Method:
• TRIZ obtains the result by resolving contradiction using of "patterns" that were revealed on base of the world patent fund analysis.
• TOC TP obtains the result by identifying and elimination of the system constraint (key-problem).
Technology:
• TRIZ - method is based on the technical system development laws and regularities.
• TOC - method is based on releasing team knowledge during discussion, and applying
existing - but hidden - team members intuitions.
Means:
• TRIZ tools that are applied to analyze problem situation, define the problem, choose problem solving direction, find and evaluate the solution concept.
• TOC TP tools that are applied to consolidate a team, identify key-problem (constraint), analyze the problem, resolve it and evaluate the solution concept.
Parameters:
• Both TRIZ and TOC TP have well-described tools and work procedures.
In order to check "synergy" possibilities let's write down drawbacks of TRIZ and TOC TP.
Methods:
• TRIZ isn't intended to find key-problem (constraint).
• TOC TP does not use "patterns".
Technology:
• TRIZ isn't built to release hidden team knowledge and intuitions
• TOC TP does not use system development "regularities".
Means:
• TRIZ tools are procedural-wordy and insufficiently visual.
• TOC TP tools do not allow "smooth" transition between the tools (from CRT to Cloud and from Cloud to Injection)
A "synergy" of TRIZ and TOC TP should overcome the above mentioned drawbacks of the two methods.
5. The synergetic process
Synergy between TOC TP and TRIZ is done using a number of elements of TOC TP and TRIZ plus additional components. These are the components of the synergy:
• "Current Reality Tree" (CRT) is a TOC-TP causality tree to examine problem holistically and determine system constraint. Dominant system constraint or a minimum set of constraints prevent the system from achieving its goal.
CRT logically connects and organizes the Undesirable Effects (UDEs) of the system. The highlighted root of the tree is the "key problem" or system’s dominant constraint.
Adding "X factor" connect the CRT to the system resources: "X factor" indicates an unknown factor which is a part of the "if then" logic statement. "X factor" is similar in meaning to "X element" of ARIZ.
Advantages of the "X factor": The team recognizes their lack of knowledge in this area and they would look for it. One way to deal with it is to replace it by one of the system resources and then re evaluate the statement. (Fig 2).
• PSM: Problem Situation Mapping. Applies "Puzzle thinking" to analyze problem situation analysis and enable turning of the constraint into several sets of undesired effects (UDEs) on different levels, connected to each other by causality chain. Then conflict pairs of UDEs are transformed into conflict resolution diagrams (Fig 3).
PSM is expanded in another work "TRIZ Problem Selection and Definition Reinvigorated"
• Evaporating CLOUD: "Conflict Resolution Diagram" (CRD) is a TOC-TP tool to resolve system conflicts, in order to reach the system goal. Cloud identifies the conditions necessary to reach a goal, reveals conflict between the terms, exposes hidden assumptions in the system, and provides the path to resolve the conflict (Fig 4).
"Injection" is a solution which removes assumptions or one of the necessary conditions thus leads to conflict resolution and therefore allows achieving the goal (Fig 5).
Injection generation is improved by operating the Inventive principles on the "Must" area and the Separation principles on the "Pre requisite" area.
During PSM process problems are formulated correctly and connected to UDEs, which makes it easier to apply TRIZ tools to Clouds that are derived from PSM.
Hidden assumptions are sometimes based on psychological inertia. Therefore some of TRIZ tools that are intended to overcome the psychological inertia like DTC and exercises for creative imagination development could be used to break the hidden assumptions
TOC TP – TRIZ Synergy MAP
Fig 6
• Case study
This is a case of Communication Company. The goal of the work was to create a concept of solution for system that was crashed down few times a week and caused disconnection of big areas from all communication services. This work was performed over few months. The case study presents consequence of the process only and does not explain all the issues.
Steps of the work:
Create a team that represents all parts of the system (technical, customers, sales etc.)
1. Create CRT and identify the "key problems"
2. Create PSM for the “key-problems”
3. Derive Clouds from PSM
4. Applying of TRIZ tools for problem solving and overcoming of psychological inertia as injection support to evaporate the Cloud(s).
5. Create FRT to evaluate injection(s)
7. Summary
a. The synergy direction is to build TRIZ tools into TOC TP process in order to improve problem solving capability of TOC TP process while preserving its advantages for team work.
b. CRT creation process is fast and leads to better understanding of the situation, and the system's constrains, since "X factor" usage ties CRT to system resources.
c. PSM enables building a set of Clouds that are connected with the system's constraints, thus transition from CRT to Cloud is smooth, accurate and fast.
d. PSM process formulates problems correctly, therefore it is easier to implement TRIZ tools to Clouds that are derived from PSM.
e. Injection creation process is systematic and accurate because it is based on TRIZ tools for problem solving and breaking of psychological inertia.
Problem Solving Algorithm
Introduction
Historically, each TRIZ tool was developed (and could be used) as independent facility for problem solving. That’s why each tool had its own mini-algorithm. Trials to bring them to work together under “ARIZ cover”, for instance, were not enough, in my opinion.
This work is one of the attempts to revise and re-organize the main TRIZ instrument in order to bring them to work together as parts of the same system.
The presented algorithm consists of three main parts and four additional parts (appendix 4-7).
The main parts are:
• The problem formulation
• TRIZ tool search
• Searching for the idea of solution
The additional parts are:
• Overcoming of the psychological inertia (appendix 4)
• Overcoming restrictions (appendix 5)
• Problem reformulating (appendix 6)
• Estimation and development of the idea of solution (appendix 7)
Additional parts are intended to help overcome possible difficulties with applying main parts.
1. The problem formulation (see also [10])
Describe the situation in a simple, understandable way, using words and expressions that will be clear to an inexperienced person.
Match the situation to one of the following two types:
A: Necessity to perform a function but the appropriate system or facility for this are absent or unknown.
B: The problem is connected with an undesired effect (UDE) inside the existing system.
The problem formulation steps for A and B types are presented in the table below:
Table 1: Sub-procedures for both types of problem situation
The sub-procedure for type A:
A1. Formulate the function to be performed.
NOTE: Formulation includes verb + noun. In case of difficulty imagine what kind of UDE appears in the case of non-execution of the function and try to define the action necessary for this effect elimination. It will be the sought function.
A2. Define the function object
NOTE: Function object is a substance towards which an action is directed. It is something that is being processed, measured and so on. Function object is always some material substance and never a parameter.
A3. Select a known system for this function realization.
NOTE: In case of difficulty take a system for realization more or less close function.
A4. Define UDE that appears during the realization of the previous step.
NOTE: In case of difficulty with finding a known system pass the last 2 steps. Further, it will be easier to select the direction of problem solving. The sub-procedure for type B:
B1. Formulate the undesired effect (UDE).
B2. Define the element, connected with UDE.
NOTE: You can check if you defined the element that is connected with undesired effect correctly. Mentally remove this element from the system. The original UDE in this case shell disappears but a new UDE emerges instead.
B3. Formulate the function of the element
NOTE: Formulation includes verb + noun.
B4. Define the object of this function.
I would recommend passing through overcoming psychological inertia procedures at this stage (Appendix 4)
2. TRIZ tools search.
In order to find an appropriate TRIZ tool use the table or template below:
Table 2: Search for an appropriate TRIZ tool
Problem solving direction (either for A & B types) Type of function
or UDE (either for A & B types) Recom¬mended principles (numbers of 40 principles) Recommended conceptual solution group
(Appendix3) Recommended physical effects from an attached short register (Appendix 1)
Function type Changing of para-meters or properties 5; 6; 14; 24; 25; 26; 28; 29; 30; 33; 36; 37 Group 1
Energy Lines. Mechanical effects: 1; 5; 14; 15; 16.
Thermal effects: 2; 3; 4.
Electric effects: 6; 8; 9; 10; 11.
Magnetic and electro-magnetic effects: 7; 12.
Measure-ment or indication 18; 23; 26; 28; 32; 36; 37
Group 2
Measurements For measurement: 1; 2; 6; 7; 8; 11; 12; 14.
For indication: 4; 6; 7; 8; 12; 13; 14; 15.
UDE removal Harmful interaction Object chan¬ge: 1; 2; 15; 18; 24; 26; 27; 29; 34; 35.
Action change: 13; 19; 21; 28; 36; 39.
Compensation: 9; 11; 22; 27; 34. Group 3
Elimination of harmful interaction Removal of harmful inter¬acti¬on between substances: 4; 6; 9; 10; 14; 15.
Removal of harmful action of field on the substance: 4: 5; 9; 10; 14; 15.
Poor
effici¬ency of function realization Object chan¬ge: 1; 2; 3; 4; 5; 7; 13; 14; 15; 17; 18; 29; 30; 31; 32; 34; 35; 40.
Action change: 5; 10; 12; 13; 16; 19; 20; 21; 23; 28; 38; 39.
UDE ompensation:5; 8; 11; 25; 27; 34. Group 4
Transformation lines Rise of idealization: 3; 4; 7; 15.
Rise of dynamization: 1; 3; 4; 7; 14.
Rise of manipulation ability: 3; 7; 12; 14; 16.
Macro-micro levels transi¬tions: 1; 2; 3; 4; 6; 7; 8; 9; 12
Template for physical contradiction removal (Appendix 2)
1. Specify the substance/field resources of the system.
2. Specify the substance/field resources of the external environment.
3. Select the corresponding resource from the resources specification.
4. Formulate the resources actions (to perform function or to remove UDE).
5. Define the properties of the selected resource for required function realization (or UDE removal).
6. If a new UDE arrears in this case use separation principles (Appendix 2).
3. Searching for the idea of solution.
1. Formulate the correspondence between the elements, actions and UDE in the model of the problem and the elements, actions and UDE in the recommended instruments (standards, principles, effects).
2. Formulate the idea of the solution using the recommendations from the concrete instruments. If you fell in to difficulties, go to Overcoming of the psychological inertia (Appendix 4) Restriction overcoming (Appendix 5), or to Problem re-formulating (Appendix 6). In case you need to estimate and/or develop the solution idea go to Estimation and development of the idea of solution (Appendix 7)
4. Examples
Classic TRIZ examples were used to demonstrate how the algorithm works.
Example 1. Syrup in chocolate
Problem description: How to produce a candy with syrup inside the chocolate cover?
Problem type: Technical system is absent
Function: To place syrup into chocolate candy
Object of function: Syrup, chocolate
Known system: The pouring machine
Undesirable effect: Complexity, high cost
Problem solving direction: Performing function without object (without pouring machine)
Function type: Changes of parameters or properties
Tool 1: Conceptual solutions
Recommendation: Usage of thermal energy
Tool 2: Technical effects
Recommendation: Usage of phase transitions
Tool 3: Principles
Recommendation: The principle of "the reverse"
Solution idea: The syrup is frozen and then dipped into the liquid chocolate
Example 2 Prevention of corrosion in water pipes
Problem description: The water pipes are usually rusting. How one can prevent it?
Problem type: Undesirable effect in technical system
Undesirable effect: Pipes’ rusting
Element connected with UDE: Pipe
Function: To direct water
Object of function: Water
Problem solving direction: Undesirable effect’s removal.
Undesirable effect’s type: Harmful interactions or factors
Tool 1: Conceptual solutions
Recommendation: Harmful field action destruction
Tool 2: Principles
Undesirable effect’s removal direction: Compensation
Recommendation: "Previously placed caution” principle
Solution idea: Inside the pipe one can put the steel cord. Cord’s metal catches oxygen
Example 3 Tire’s protector condition
Problem description: Haw one can detect quickly and correctly tire’s protector condition?
Problem type: Technical system is absent
Function: To measure tire’s protector
Object of function: Tire’s protector
Known system: Measurement gauge
Undesirable effect: Low efficacy and accuracy
Problem solving direction: Performing function without object (without gauge)
Function type: Measurement or detection
Tool 1: Conceptual solutions
Recommendation 1: Measurement process replacement
Recommendation 2: Synthesis of measurement system
Tool 2: Principles
Recommendation: The principle of changing color
Solution idea: Underneath the protector the color layer is marked
Example 4: Sewing of fabric
Problem description: During the sewing of fabric of various colors by usual thread the seam is visible and that is not good
Problem type: Undesirable effect in technical system
Undesirable effect: Seam is visible
Element connected with UDE: Thread
Function: To connect parts of fabric
Object of function: Parts of fabric
Problem solving direction: Undesirable effect’s removal.
Undesirable effect’s type:: Poor effectiveness of the system
Tool 1: Principles
Undesirable effect’s removal direction: Changing object
Recommendation: The principle of changing color
Solution idea: The sewing is made by colorless (transparent) thread
Example 5: Polishing disk
Problem description: A polishing disk is poor at processing of complicated shape products. What can be done?
Problem type: Undesirable effect in technical system
Undesirable effect: Versatility of the disk is low
Element connected with UDE: Disk
Function: To polish (complicated shape) products
Object of function: Products (of complicated shape)
Problem solving direction: Undesirable effect’s removal
Undesirable effect’s type:: Poor effectiveness of the system
Search for tool with table
Tool 1: Conceptual solutions
Recommendation 1: Use magnetic materials and fields
Recommendation 2: Increase dynamics
Tool 2: Technical effects
Typical direction: Increase of management
Recommendation: Usage of ferromagnetic substance
Tool 3: Principles
Undesirable effect’s removal direction: Changing object
Recommendation 1 The principle of fragmentation
Recommendation 2: Replacement of a mechanical pattern
Recommendation 3: Changing the aggregate state
Search for tool with template for physical contradiction removal
Tool: Physical contradiction removal principles
Resource: Disk
Needed property of resource: To be soft to fit complicated shape products
New UDE originates? Yes. Soft disk will not polish thus it should be hard.
Recommendation: System transformation
Solution idea: Make the disk from ferromagnetic particles baked with abrasive ones
Example 6: Separation of bark and wood pieces
Problem description: Haw can the pieces of bark be separated from the chips of wood if they differ very little in density and other aspects?
Problem type: Technical system is absent
Function: To separate bark pieces from wood chips
Object of function: Bark and wood
Known system: Gravitational separator
Undesirable effect: Low accuracy
Search for tool with table
Problem solving direction: Performing function without object (without gauge)
Function type: Changes of parameters or properties
Tool 1: Conceptual solutions
Recommendation: Usage of electric energy
Tool 2: Technical effects
Typical direction: Using of electrical effects
Recommendation: Usage of electrisation
Tool 3: Principles
Recommendation: Replacement of a mechanical pattern
Solution idea: To use separation in an electric field, because of different electrical properties of bark and wood.
5. Algorithm’s Appendixes
Appendix 1. Physical effects
1. Usage of liquid and gas properties.
a. Pressure in the liquids and gases transfers equally towards different directions.
b. Carrying capacity acts on the object (body) immersed into liquid or gas.
c. Volume of pushed out liquid is equal to the volume of immersed part of the body.
2. Usage of thermal expansion.
a. Change of the linear sizes of the body during the thermal expansion may be due to considerable efforts.
b. Change of the body shape during the thermal expansion occurs if the body consists of materials with different coefficient of thermal expansion.
3. Usage of shape memory effect.
Bodies from special alloys deformed under mechanical forces may fully reconstruct their shape during heating and may produce large forces.
4. Usage of phase transitions.
a. Phase transition of the first kind: the process of the density and aggregate state change of the body at the specified temperature, which is accompanied by heat detachment or absorption.
b. Phase transition of the second kind: the process of jump like change of main body's properties (heat, heat-conductance, magnetic properties, fluidity, superfluity, plasticity, electrical conductivity, superconductivity and etc.) at the specified temperature and without energy exchange.
5. Usage of capillary phenomena.
a. Liquid flow under the influence of capillary forces in the capillaries and semi open channels (micro cracks and scratches).
Dependence of the rise height of liquid inside the capillary from its size.
c. Existence of the directed liquid flow inside the capillary and porous materials. The flow is directed towards the reduce the porous size.
d. Velocity growth and rise height of liquid growth inside capillary under ultrasound influence.
6. Usage of the electrostatic fields.
Interaction between charged bodies (attraction in the case of the charge of the different sign and repulsion in the case of the same sign charge).
7. Usage of the magnetic liquids.
a. It is possible to manage the magnetic liquid migration with the help of magnetic field.
b. Change of viscosity and pseudo-density of the magnetic liquid in the magnetic field.
c. Immediate solidification of the magnetic liquid in the strong magnetic fields.
8. Usage of the piezoelectric effect.
a. Appearance of the electric charges of opposite sign on the opposite sides of some crystals under mechanical deformations, such as pressure, stretching . It is the direct effect.
b. Opposite piezoelectric effect - the external electric field results to the mechanical deformation of such crystals.
9. Electrokinetic’s phenomena.
a. Electrophoresis - The movement of discursive particles, which are in the liquid or gas suspension, under the external electric field.
b. Electro osmosis - The movement of the liquid through the capillaries or porous materials under the electric field.
10. Usage of electrolysis.
The chemical reactions take place in the electrolytes while the direct current runs through it. Herewith the electrolyte's positive ions move towards the cathode and negative ions - towards the anode. The products of chemical reduction are located on the cathode while the products of oxidation are on the anode.
11. Usage of the corona discharge.
a. Gas ionizes under the influence of the corona discharge.
b. Dependence of the corona discharge parameters from the gas parameters (such as impurities, pressure, flow speed and so on).
c. Dependence of the corona discharge parameters from the electrode shape and size.
12. Usage of the ferromagnetic.
a. Management of the ferromagnetic particles movement with the help of the magnetic field.
b. Existence of the ferromagnetic self magnetic field.
c. Screening of the magnetic field by ferromagnetic.
d. The sharp change of the magnetic properties of the ferromagnetic near some special temperature (Curie point). Over the Curie point the ferromagnetic transfers into the paramagnet.
e. Influence of the mechanical deformation on the ferromagnetic properties.
13. Usage of phosphor.
Appearance of the luminescence under the influence (action) of radiation (optical, ultraviolet, infrared) on some specific substance (phosphor).
14. Usage of oscillations.
a. Change of interaction type between substances when the oscillations are initialized (vibration, infrasound, sound and ultrasound).
b. Dependence of self-frequency of the system from its characteristics such as mass, size, stiffness and so on.
c. Resonance - sharp rise of the oscillation amplitude under the coincidence of the system's self-frequency with the frequency of the forced oscillations.
15. Usage of foam.
Change of various physical substances properties (such as mass, size, volume at the low density, thermoisolation, sound absorption and shock wave absorption) and chemical properties change in the foamed condition.
16. Usage of the centrifugal forces.
The centrifugal force arises in the rotating system, which acts, on the elements of the system. This force depends on the mass of the body, its density and its linear velocity of rotation.
Appendix 2 Physical contradiction removal principles
1. Separation of the opposite requirements in space.
In the case where the resource’s element for UDE removal or for desired function realization must have some specific property and at the same moment must not have the same property (or it must have the opposite property) for non-originating extra UDE, one has to divide the opposite requirements in space by attaching the element of these opposite properties in the different places. To achieve this, one can use phase transitions, physical and chemical transformations, such as rise and disappe-arance (elimination), ionization with recombination, combination with decomposition and so on.
2. Separation of the opposite requirements in time.
In the case where the resource’s element for UDE removal or for desired function realization must have some specific property and at the same moment must not have the same property (or it must have the opposite property) for non-originating extra UDE, one has to divide the opposite requirements in time by attaching the element of these opposite properties during the different time intervals. To achieve this, one can use phase transitions, physical and chemical transformations, such as rise and disappearance (elimination), ionization with recombination, combination with decomposition and so on. The transition from one property to the opposite one is realized by the element itself.
3. Separation of the opposite requirements by the system transition.
In the case where the resource’s element for UDE removal or for desired function realization must have some specific property and at the same moment must not have the same property (or it must have the opposite property) for non-originating extra UDE, one has to divide the opposite requirements by system transition: attaching (temporarily or permanently) to the part of the element one of the opposite properties while the whole element would have the other property.
4. Separation of the opposite properties in ratio.
In the case where the resource’s element for UDE removal or for desired function realization must have some specific property and at the same moment must not have the same property (or it must have the opposite property) for non-originating extra UDE, one has to divide the opposite requirements in ratio by: attaching the element (temporarily or permanently) to the opposite properties relative to the other elements of the system or environment.
5. Separation of the opposite requirements by incorporating the extra element.
In the case where the resource’s element for UDE removal or for desired function realization must have some specific property and at the same moment must not have the same property (or it must have the opposite property) for non-originating extra UDE, one has to divide the opposite requirements by: incorporation (temporarily or permanently) some extra element inside the system and attaching it to one from the opposite properties (requirements). This might be done by phase transitions, physical and chemical transformations, such as rise and disappearance (elimination), ionization with recombination, combination with decomposition and so on. As an incorporated element, it is better to use something that already exists in the system or environment.
Appendix 3 Conceptual Solutions (based on Altshuller’s standards)
1. Energy Lines.
1. Usage of the mechanical energy.
A. For required action realization use one of the types of mechanical energy.
B. Use the substance for transforming mechanical energy into the required action.
Mechanical fields types: pressure, Archimede forces, air- and hydro- static and dynamic forces, vibration, shock, gravitation and etc. .
2. Usage of the oscillation energy.
A. For required action realization use one of the types of oscillation energy.
B. Use the substance for transforming acoustic energy into the required action.
Acoustic fields types: sound, ultra and infra sound, resonance and etc. .
3. Usage of the thermal energy.
A. For required action realization use one of the types of thermal energy.
B. Use the substance for transforming thermal energy into the required action.
Thermal fields types: heating, cooling, shock and etc.
4. Usage of the chemical reactions energy.
A. For required action realization use one of the types of "chemical" field.
B. Use the substance for transforming chemical energy into the required action.
Chemical fields types: decomposition, dissolve, combustion, oxidization, insurrection, thermal reactions, absorption, transport reactions.
5. Usage of the electric energy.
A. For required action realization use one of the types of electric energy.
B.Use the substance for transforming electric field energy into the required action.
Electric fields types: electrostatic field, field of electric charge (or discharge) and etc. .
6. Usage of the magnetic energy.
A. For required action realization use one of the types of magnetic energy.
B. Use the substance for transforming magnetic field energy into the required action.
Magnetic fields types: magnetic and electromagnetic fields, magnetic field of electric current, electromagnetic waves.
2. Measurements
7. Remove the need for measurements.
Change the system so that it is not necessary now to hold measurements.
8. Substitution of the object of measurement by its model.
A. Substitute the direct operations under the measured object by operations under its model or picture.
B. Use the optical combination between the object's image and it’s gauge for difference detection.
9. Replacement of the measurement process.
Replace the measurement process by consistent discovery of changes.
10. Synthesis of the measurement system.
A. Omit some field through the system, which might be detected easily, and then make a decision about modification in our system by the output change of this field.
B. Use easily detected additions - the substance- reformer or the source of some easy detected field.
Types of easy detected fields: acoustic, thermal, chemical smell, luminescent,...), electric, magnetic, ...
Substances-reformers: ferromagnetic particles, luminophores, bubbles, foam, chemical indicators, etc.
3. Elimination of harmful interaction
11. Destruction of harmful interaction between substances.
A. Incorporate the third substance between the first and the second substances. As a rule, this third substance may be either the variation of the first (or the second) substance or their mixture.
B. Incorporate the field, which would neutralize this harmful interaction.
Field types: mechanical, acoustic, thermal, chemical, electric, magnetic and etc. .
Types of substance variations: change of substance condition, decomposition, division, breaking, chemical compound...
12. Destruction of harmful interaction between substance and field.
A. Incorporate some field, which would neutralize the harmful action of the first field on the substance.
B. Incorporate substance, which would neutralize the harmful action.
Types of fields: mechanical, acoustic, thermal, chemical, electric, magnetic and etc. .
4. Transformation lines
13. Structural changes.
A. From the homogeneous or disordered fields, used for function realization, turn into the inhomogeneous and ordered (in space and in time) fields.
B. From the homogeneous or disordered substances, used for function realization, turn into the inhomogeneous and ordered (in space and in time) ones.
14. Action rhythms coordination
A. To coordinate (or vice versa) the action of the substance carrier of function with the eigen-frequency of the substance-object of function.
B. To fill the pause during the one kind of action by another action.
15. Increase dynamics.
A. From the rigid structure of the substance-function carrier turn into soft, dynamic structure according the line: Rigid object - ...- Flexible object - Quick object - Liquid - Gas - Field.
B. From the field of direct action turn into the changing field, then to the impulse field.
16. Increase of the manipulation ability.
A. Parallel to the first field, necessary for the function realization, introduce into the system the second field, which can be managed easily. It is useful to incorporate the field and the energy reformer substance, which can realize the control functions under the substance (a carrier of the necessary function).
Field types: mechanical, acoustic, thermal, chemical, electric, magnetic.
17. Macro/Micro-level transition.
A. Substitute the substance - function carrier that is used on macro-level by the substance - function carrier on a micro-level.
B. Turn from the mechanical fields into acoustic, electric, chemical and magnetic fields.
18. Use magnetic materials and fields.
A. Substitution of the substance - function carrier by ferromagnetic substance which can transform the magnetic field energy into the desired action.
B. From the rigid or quick ferromagnetic substance turn into the magnetic liquid.
19. Turn into super- system.
A. Temporarily or permanently combine function carriers for performance of similar functions.
B. Temporarily or permanently combine function carriers for performance of different functions.
C. Temporarily or permanently combine function carriers for performance of opposite functions.
Appendix 4. Overcoming of the psychological inertia.
a. Denial of special terminology:
• Substitute the special terminology by functional one, then by "children's" terms, and then by "things".
• Substitute the special formulations of functions by generalized formulations, and then by "work out".
b. Dimension-Time-Cost Operator:(see also [7])
• Treat the mental change of dimensions (from normal to 0) towards the object of function.
• Treat the mental change of dimensions (from normal to oo) towards the object of function.
• Treat the mental modification of time (from normal to 0) towards the action (function).
• Treat the mental modification of time (from normal to oo) towards the action (function).
• Treat the mental modification of cost (from normal to 0) towards the function carrier with simultaneous rejection of terminology.
• Treat the mental modification of cost (from normal to oo) towards the function carrier with simultaneous rejection of terminology
c. Ideal final result (based on ARIZ Final Ideal Result’s demands).
1. Indicate the time and place of the Ideal Final Results demands realization.
2. Formulate Ideal Final Results for the A and B cases of problem according the rules:
A: The function is performed at the desired time and space without function carrier by object of function itself or by other elements of the system, or by environment. This has to be realized without complicating of the system, harm causing and violation of the restrictions,
B: The UDE is removed at the desired time and space by object of function itself or by other elements of the system, or by environment. This has to be realized without complicating of the system, harm causing and violation of the restrictions.
Appendix 5 Overcoming restrictions (based on Altshuller’s standards).
There are two types of restrictions:
• Restrictions on a substance incorporation;
• Restrictions on field incorporation.
Overcoming substance incorporation restrictions
1. Temporal incorporation of a substance.
2. Incorporation of a substance in the precise place only.
3. Usage of the substances already existing in the system or environment like the incorporated ones.
4. Incorporation of the transformed substances of system or environment itself (i.e., usage of the transformed system’s/environment’s substances as the incorporated ones).
5. Usage of vacuum, air, foam as an incorporated substance.
6. Usage of the substances mixture. In this case, different types of mixtures might be used: mixture of various system substances; mixture of system substance and environment; mixture with air, foam and so on.
7. To use a field instead of incorporated substance.
Overcoming field incorporation restrictions.
1. Temporal incorporation of a field.
2. Incorporation of a field in the precise place only.
3. Usage of the fields already existing in the system or environment like the incorporated ones.
4. Incorporation of the transformed fields of system or environment itself (i.e., usage of the transformed system’s/environment’s fields as the incorporated ones).
5. Usage of vacuum as an incorporated field.
6. Usage of the combinations of fields. In this case some different combinations might be used: mixture of various system fields and environment; "field vacuum".
Appendix 6 Problem reformulating (see also [6])
1. Check, which UDE appears when the original problem (original UDE) is solved with known methods?
2. Check, which UDE appears if we remove the element connected with the original UDE?
3. Check, which UDE is the reason for our original UDE.
4. Check, which UDE is the result if the original UDE is not eliminated.
For each UDE (1,2,3,4) we can now choose what is the kind of problem that we are going to solve:
a. UDE elimination
b. UDE measurement or detection
It depends on the resources you have to choose, which problem to solve.
Appendix 7 Estimation and development of the idea of solution
Estimation of the solution idea (based on ARIZ Final Ideal Result’s demands):
1. By it correspondence to the criteria of elimination of the UDE.
2. By it correspondence to the criteria of execution of the function.
3. By it correspondence to the criteria of non-complication of the system.
4. By it correspondence to the criteria of absence of the harmful phenomena.
The idea’s development is connected with [11]:
1. Determination of the elements connected with the element(s), which was (were) changed.
2. Designation of the functions of these elements.
3. Discovery of positive and negative influences during the fulfillment of these functions.
• For negative - formulate the UDEs.
• For positive - determine the possible extra-effects.
My old TRIZ and MUST articles - En
© Copyright: Ãðèãîðèé Ôðåíêëàõ, 2026
Ñâèäåòåëüñòâî î ïóáëèêàöèè ¹226040701498
Ñâèäåòåëüñòâî î ïóáëèêàöèè ¹226040701498
Ðåöåíçèè