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Can One Learn to Be More Creative?

References Conceptual Blockbusting: A Guide to Better Ideas, by James L. Adams Axiomatic Design, by Nam Suh The Answer is in the Question, by Robert Apfel

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Can One Learn To Be More Creative?

I believe yes!

1. Work in a creative environment

2. Systematic approach to creativity

Primary topic of this lecture

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Remember the Creative Environment

Defer criticism during concept generation Discuss ideas with others Create a large number of concepts Build on “crazy” ideas Play with parts Copy ideas from other designs Creative role models

Example by Charles Wachter

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Key Terms in Lecture

Functional Requirements (FRs) Minimum set of FRs Solution Neutral Environment

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Conceptual Blocks

Preconceived notions may limit the range of creative ideas The more design experience one has, the more one is susceptible to conceptual blocks!

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Defining the Right Problem

Are you solving the right question? “The Answer is the in Question”

Robert Apfel

Avoid conceptual blocks Conceptual blocks can: Prevent ideas from being considered Promote other ideas too much

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Solution Neutral Environment:A Systematic Approach for

Creativity

Define function of machine independent of possible solutions Functional Requirements (FRs) What the machine or part needs to

do, not how it does it (i.e. not the design solution)

Select a minimum set of FRs Identify the essence of the problem

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Examples

Flying Machines Solar car Design Ice Cubes Hanging Door Ping pong ball …

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Flying Machines for Transporting People:

Why Didn’t Flapping Wing Designs Work

Bird Flight FRs Human Flight FRs

Fly with ability to catch prey or avoid predatorLand on spot (e.g. branch)Take off from spot

Fly (specified distance and payload)LandTake off

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Solar Car Design

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Review: FR Approach

Creativity occurs in both the overall product concept and in detail designZig-zag between with FR and Design Solutions

1. Define FRs2. Develop multiple design solutions to satisfy FRs3. Select a Design Solution4. Define FRs of subcomponents5. Develop multiple design solutions for

subcomponents 6. Continue process through detail design …

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Cold Drink Problem

I would like to have a cold drink when I get home FRs

Design Solutions

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Example: Vintage Ice Cube Trays

Problem: Arm often breaks Especially after water is overfilled

Obvious Solution Make arm stronger

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Conceptual Breakthrough in Ice Cube Tray Design

FRs of Ice Cube Tray Hold water Release ice cubes

New Flexible Design Not stronger but more flexible There is no arm! Original problem was not solved, it was eliminated.

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Example: Hanging Door

Carriage inside channel

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One Day a Bolt Dropped Down

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A Nut Had Come Off

Unfortunately it was not possible to slide cart off track and access nut

How would you solve this problem?

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What Problem Should Be Solved?

Obvious problem: How to put the nut back on

If one cannot find a good solution to the obvious problem, then look at FRs What is the purpose of the nut? What are its Functional Requirements? Can you rephrase the problem that needs to

be solved? (do this now before gong to next slide)

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Conceptual Breakthrough Using Functional Requirement Approach

Functional Requirements of Nut Prevent bolt from sliding through cart

Multiple Solutions Exist to FRs: Pin through bolt

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A New Solution Can Take Many Stepsbut Progress is Often Quick with New

Idea

Drill hole through rail and bolt Tap hole in bolt Create long set screw(buy Dremel tool)

Cover up hole with duct tape

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Door Works Again!

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Summary

When stuck, move back one level in the design Try eliminating a problem (as opposed to solving or optimizing an existing design) Identify the essence of the problem Every part in your design should have a purpose; otherwise it should not be there Keep track of your conceptual breakthroughs and blocks

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Example: High Speed Still Photography

Traditional Photography Shutter speed determines duration of photo How did Dr. Edgerton take these photos? Did he increase the camera’s shutter speed, or was there a conceptual breakthrough?

                

The Edgerton Center

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Example: High Speed Motion Picture

A traditional movie camera starts and stops filmWorld’s Highest Speed Camera was Developed at UCSD by late Prof. Ellis (and is still on display in EBUI)Did he start and stop the film faster (solving the “obvious limitation”)?He had a conceptual breakthrough, and the film was held stationaryInteresting note, Prof. Edgerton and Ellis worked together, each had separate conceptual breakthroughs (did they share an approach to creativity?)

Traditional Movie Camera starts and stops film

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References

Conceptual Blockbusting: A Guide to Better Ideas, by James L. Adams Axiomatic Design, by Nam Suh The Answer is in the Question, by Robert Apfel