ch0.indd 1 2012/2/22 下午8:48 - triz.com.t · the little prince by antoine de saint-exupery...

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TRIZ TECHNOLOGY FOR INNOVATION

Copyright © 2012 by Isak Bukhman

Email [email protected]

www.trizsolution.com

Published by Cubic Creativity Company

10F.-2, No.132, Songshan Rd., Xinyi Dist., Taipei 110, Taiwan (R.O.C.)

Tel +886-2-2368-8882 Fax +886-2-2368-9992 Email [email protected]

www.triz.com.tw

All rights reserved. No part of this publication may be reproduced or transmitted in any form or

by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior

written permission of the publisher and the copyright owner.

Isak Bukhman,

TRIZ TECHNOLOGY FOR INNOVATION / by Isak Bukhman

368 p. 18.5 x 24 cm.

ISBN 978-986-85635-2-0

1. TRIZ. 2. Invention. 3. Creative thinking. 4. Problem Solving.5. Innovation. 6. System development

Printed in Taiwan.

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"What a queer planet!" he thought. "… the people have no imagination. They repeat whatever one says to them. On my

planet I had a flower; she always was the first to speak."

The Little Prince by Antoine de Saint-Exupery

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008 Recommendations

011 Preface

012 Acknowledgments

013 About My Teacher – Genrich S. Altshuller

017 About the Author

018 About the Publisher

1 Introduction

021 1.1 The Ideas of TRIZ

025 1.2 Summary

2 A Multi-screen Vision of System Evolution

030 2.1 Introduction

030 2.2 A One-screen Vision of System Evolution - Ordinary Thinking

031 2.3 A Four-screen Vision of System Evolution - Specification Requirements

033 2.4 A Six-screen Vision of System Evolution – Creative Thinking

034 2.5 A Nine-screen Vision of System Evolution - Engaged Imagination

035 2.6 Summary

036 2.7 Practice

3 Laws and Stages of System Evolution


040 3.2 The First Group of Laws

041 3.2.1 The Law of System Completeness

043 3.2.2 The Law of Shortening the Flow of Energy Through a System

044 3.2.3 The Law of Synchronization/Timing of the Parameters of a System

046 3.3 The Second Group of Laws

046 3.3.1 The Law of Increasing Degree of Ideality

049 3.3.2 The Law of Non-uniform Evolution of Sub-systems (System Components), Creating

System Contradictions

049 3.3.3 The Law of Transitioning to a Super-system

054 3.4 The Third Group of Laws

054 3.4.1 The Law of Transitioning to the Micro-level

056 3.4.2 The Law of Increasing Controllability/Flexibility of a System (Law of Dynamism)

058 3.5 Stages of System Evolution

059 3.5.1 The First Stage of System Evolution - New System Creation

Contents

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063 3.5.2 The Second Stage of System Evolution - Parts Improvement and Development

064 3.5.3 The Third Stage of System Evolution - Dynamization of the System

065 3.5.4 The Fourth Stage of System Evolution - Transition to Self-control and

Self-development of the System

066 3.6 Summary

068 3.7 Practice

4. Contradictions - Source of Evolution


077 4.2 System Contradictions

077 4.2.1 System Contradictions - The War of Parameters

085 4.2.2 Inventive Principles for System Contradictions Elimination

106 4.2.3 Altshuller’s Matrix – Table of All Conflicting Combinations of the 39 Parameters

107 4.3 Physical Contradictions

107 4.3.1 Physical Contradictions - Conflict between Two Desired Values for One Parameter

109 4.3.2 Separation Principles for Physical Contradiction Elimination

114 4.4 Software Contradictions

114 4.4.1 Software Contradictions

115 4.4.2 Software Principles for Software Contradictions Elimination

135 4.4.3 Table of Different Combinations of Conflicting Parameters for Software Related Problems

138 4.5 Summary

140 4.6 Practice

5 System of Standard Approaches to Problem Solving: The System of Standard Solutions


145 5.2 Substance – Field Modeling and Analysis

153 5.3 System of Standard Solutions

153 5.3.1 Class 1. Creation, Transformation and Elimination of Elementary (Simple) Substance-Field Models

157 5.3.2 Class 2. Substance-Field Model Development

164 5.3.3 Class 3. Transition to Super-system and Micro-level

168 5.3.4 Class 4. Standards of Detection and Measurement of Systems (and in Systems)

177 5.4 Summary

178 5.5 Practice

6 Resources and Parameters of Resources


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187 6.2 Resources of Time

191 6.3 Resources of Space

196 6.4 Resources of Substances

197 6.5 Resources of Fields

200 6.6 Parameters

202 6.7 How to Define and Use Resources

209 6.8 Summary

210 6.9 Practice

7 Science for System Development and Evolution


214 7.2 The Power of Science

221 7.3 The Scientific Knowledge Database

226 7.4 Summary

227 7.5 Practice

8 Algorithm for Inventive Problem Solving (ARIZ-85C)


232 8.2 Structure of ARIZ-85C

240 8.3 ARIZ-85C: An Example

259 8.4 Guide to Diagrams of Typical Conflicts

263 8.5 Summary

264 8.6 Practice

9 Creative Imagination Development


271 9.2 Great Discoveries Made Randomly and Late

274 9.3 Psychological Inertia, the Primary Innovation Killer

279 9.4 Crazy, Fantastic Idea and Situation Creation

288 9.5 Summary

289 9.6 Practice

10 Creative Person Development


296 10.2 Part One: Formation of the Creative Person

306 10.3 Part Two: Higher to Heaven and to Perfection

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310 10.4 Part Three: Be a Teacher

320 10.5 Summary

11 TRIZ Technology for Innovation


324 11.2 Part 1: System Analysis and Problem Statement

325 11.2.1 Project Scenario

332 11.2.2 Root-cause Analysis

333 11.2.3 Functional Modeling and Analysis

335 11.2.4 Hybrid ( Alternative ) System Design

336 11.2.5 Failure Mode and Effects Analysis ( FMEA )

337 11.2.6 Trimming: Design Simplification Strategy

338 11.2.7 Problem Selection for Further Solution

338 11.3 Part 2: Problem Solving, Concept Development

339 11.4 Part 3: Concept Scenario Creation

340 11.4.1 Concept Evaluation and Selection

341 11.4.2 Hybrid Concept Design

341 11.4.3 Concept Scenario Creation

342 11.5 Summary

Appendices

345 Appendix 1

TRIZ Training Courses for All Levels of Innovation Specialists Preparation

349 Appendix 2

Example of a TRIZ Implementation Plan for Companies

350 Appendix 3

A New Specialty -the Technology for Innovation

353 References

354 Glossary

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008

RECOMMENDATIONS

In his book, TRIZ Technology for Innovation, Isak Bukhman provides additional insight into the TRIZ methodology. The structure of the book with its examples, descriptions, and graphics gives the reader keen insight on how to apply TRIZ to solve problems. The book is structured so that it can be used by both novices as well as TRIZ users.

Of particular interest are the topics that Mr. Altshuller and his team focused on in later years: creativity and imagination. This book provides excellent examples, and descriptions on how these topics should be developed and applied.

This book is an excellent addition to the TRIZ literature; I highly recommend it.

Dr. Jim Bradley International Truck and Engine Corporation, retired

It seems that the journey towards complete knowledge is a bit like the horizon; you can always see where you’re headed but can never actually reach your destination. The field of TRIZ, as with most any discipline or science, presents its students with a fractal-like topography. The more you study, the more there is to learn. Dr. Isak Bukhman’s new book, TRIZ Technology for Innovation, is a powerful tool for both gaining insight as to the various features of the TRIZ landscape as well as understanding where those features lie on the map. I highly recommend this book as a must read for both beginner and experienced students of TRIZ. For the beginner it provides a simple to follow path through the TRIZ solution engine. For the experienced, Dr. Bukhman’s book shines light on the myriad of analysis process perturbations that are available based on your individual needs, goals and utilized complimentary methodologies. I am particularly impressed with the relevance of his problem examples, the challenges set forth by his chapter exercises and how the book’s layout makes it an excellent reference piece for the practitioner. Isak has once again given me new insight into the fascinating and powerful world of innovation.

David W. Conley TRIZ Coordination Team Lead , Intel Corporation

Isak Bukhman approaches inventing with the same passion, humor, and curiosity as he experiences life. To him, life and invention are intertwined and as natural as breathing. It was a pleasure to read his book on the topic and I am sure that all will benefit from the expertise and experience he has reduced to text. I have personally been able to improve my inventiveness after learning principles from Isak.

Daniel HawtofSenior Research Associate, Corning Inc.

TRIZ is an unusual word with a very long history. Why haven’t more people heard of it?Don’t be fooled or mislead, it may be the Most Powerful Problem Solving System in the World.

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009

Isak has made an excellent effort to bring more information to you on TRIZ. I suggest you buy and read it, and Solve More Problems, Better. And by the way, it is not just for engineers!

Jim SinclairCFO/Controller of SupeRX Drug Stores, retired

When I was reading the book, I got much better clarity through explanations and examples on how to apply the theory to practice. I felt like I saw the entire path to inventions and how to go step by step.

Tony BelkinTechnical Director, Infusion Platform Technology, Hospira Inc.

This book presents TRIZ as a comprehensive tool for technology development in combination with most proven methods such as root-cause analysis, value engineering, hybrid system design, and FMEA.

It is written in a simple, attractive, and understandable manner.

I highly recommend this book to students and teachers in universities, colleges, and high schools as a textbook, as well as a practical handbook for any engineer or specialist involved in technology development. It is beneficial and interesting to any person, irrespective of any age and specialty.

Dr. Ming Jiunn JouPresident, Epistar Corporation

With this book, Isak Bukhman shows his deep passion for TRIZ. Numerous examples from not only technical areas show the multiple facets of this thinking method. I would strongly recommend this book for all those who want to see not only TRIZ techniques, but also the philosophy behind it. Especially, the Creative Imagination Development and the Creative Person Development are insights into TRIZ that are not shown in other books and could be very interesting to persons who seek deeper understanding of the underlying causes for this movement.

Dr. Robert Adunka TRIZ project manager within Siemens AG

TRIZ is rapidly gaining popularity as a powerful methodology for enhancing innovation and creativity inside corporate environments. Research and development teams, product developers, manufacturers and service businesses alike are finding TRIZ to be a powerful tool for solving practical problems and building new technologies in their business.

I found this book very useful for both the beginners and those who have had some exposure to TRIZ. I am sure that it will help on your way to TRIZ and success in solving innovative engineering problems.

Dr. Sergei IkovenkoPresident, the International TRIZ Association

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010

I am glad to have encountered a modern and comprehensive TRIZ textbook/handbook where you can learn not only the TRIZ theory itself, but also how to utilize this technology for practical innovation with the help of the presented roadmaps consisting of TRIZ parts, other proven methods and best practices.

My primary impression was that this book would serve as easy-to-understand TRIZ introduction material, thanks to the abundant visible and contemporary examples. I found the Substance-Field model and solution pairs accompanied by their corresponding sketches especially instructive (including element names, visual diagrams indicating which TRIZ tools to apply at each part of ARIZ, and the example changing an analytical model into a Substance-Field model followed by application of the System of Standard Solutions.

Within the newly added technical aspects, people related to IT may find the Software Principles for Software Contradiction elimination, together with the “Software Contradictions Matrix”, useful. Here, the number of parameters for Software Contradiction formulation is narrowed down to 24, and this table (matrix) will lead you to the best potential principles adjusted to software and IT.

Beyond the technical aspects, this book also steps into the human side of creative development. Creative Imagination Development describes methods for opening our thinking process to reduce the presence and influence of Psychological Inertia, whereas Creative Person Development introduces and nurtures a philosophy of being prepared to live a creative life and shows features of a creative person. This is the area where Altshuller, the founder of TRIZ and the direct mentor of the author, engaged himself in his later years.

I personally would agree with the author’s opinion that each member of our society should be a creative person and live a creative life to do something useful for the world now and for the generations to come. That’s one of the reasons I am supporting efforts now and looking forward to seeing the Japanese version of this book.

Yoshihisa KonishiDirector, Japan TRIZ Society

Do you have problems at work – or even at home – that have resisted solution? Isak Bukhman’s new book, TRIZ Technology for Innovation, may be just the resource you need. Isak brings complex TRIZ techniques and tools together in a practical way that both novices and those with more experience can use with ease. He provides a streamlined roadmap for applying TRIZ in both for-profit and not-for-profit environments. His useful reference guide leads readers to TRIZ methodologies that engineers and other practitioners can use for inventive solutions “in the flow of their work.” The appendix offers meaningful and easy-to-implement recommendations for solving problems with creativity and innovation in almost any environment. I highly recommend this book.

Chuck Roe Manager, General Dynamics Land Systems

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011

PREFACE

Here is the book for people striving to be more creative problem solvers. The irony of our complex world is that the really innovative solutions to the problems we encounter in our lives have an elegant simplicity. But how can we systematically tease through the complexity to reveal these creatively simple solutions. TRIZ Technology for Innovation presents the message of Genrich Altshuller, the author’s teacher and the founder of TRIZ. The ideas and methods of TRIZ, as it was originally created by Altshuller and his followers, are clearly explained. The acronym TRIZ, from the Russian phrase “Teorija Reshenija Izobretatelskih Zadach”, means “Theory of Inventive Problem Solving”. It is a science of system development based on laws of systems evolution and the best practices of thousands of developers and scientists. There are no limitations to the possible applications of TRIZ. It can be applied in any problem situation and for any new or existing system development. Potentially, TRIZ has only one limitation … the limitations of the physical world.

More than simply offering solutions to problems, the material presented here is about how to realize the privilege and obligation each member of our society has to be a creative person and to live a creative life. At some point in the past, someone did something that makes our lives today more comfortable. We, in turn, should do something useful today for the world now and for generations to come.

There are five parts to this book. Part one, the first eight chapters, explains the main elements of TRIZ. The second part, Chapter 9, (Creative Imagination Development), describes methods of opening our thinking process in order to make the best use of TRIZ and to help in understanding TRIZ logic by encouraging the creation and acceptance of crazy, fantastic concepts and systems. Chapter 10, Creative Person Development, is part three of the book. It introduces and nurtures a philosophy of being prepared to live a creative life. The fourth part of the book contains the final chapter, TRIZ Technology for Innovation. This chapter is about how to use all the elements of TRIZ in combination with other proven design and development methods, as well as the best practices of various project teams for effective problem solving and system development. Three appendixes comprise the fifth part of the book. Here are ideas and recommendations for how to study TRIZ, how to implement TRIZ in your company, and how to develop a new specialty (Technology for Innovation).

This book is recommended as a textbook to students and teachers at the university and high school level, as well as a practical handbook to any engineer or specialist involved in technology and services development. Of course, I believe it will also be beneficial and interesting to anyone with an inquiring mind, irrespective of age and specialty.

If you feel that TRIZ could be a part of your life, would like to start your TRIZ career, would like to implement TRIZ in your company, or have any question related to TRIZ theory and practice, please feel free to contact me. I will gladly offer support and welcome you as a member of our TRIZ family.

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012

ACKNOWLEDGEMENTS

My appreciation goes first to my teacher Genrich Altshuller. When we met, I had no suspicion that he would become such a strong influence on my life. Everything that you will find valuable and interesting in this book is because of Genrich.

This book would not have been possible without help and support from many of my friends, colleagues, and partners. I would like to express my gratitude to the Invention Machine Company (IMC) and especially to Mark Atkins and James Todhunter for their exceptional help and support in the creation of this book. They allowed me to use examples from Goldfire™ software without limitation. I spent almost ten years at IMC, which helped me greatly in creating the unique skills using TRIZ and Goldfire™ software for problem solving and project creation that are represented here.

I am grateful for helpful recommendations and comments from Dr. Ellen Domb (PQR Group), Dr. Robert Adunka (Siemens AG), Yoshihisa Konishi (Japan TRIZ Society), Mac Zenko (IDEA TRIZ Company, Japan), Paul Hsu (Taiwan), Meroty Hsieh (Taiwan), Yung-Chin Hsiao (Eugene) (Cubic Creativity Company,Taiwan), Amir Roggel (Intel, retired), Ernie Lam (QualiSys Company, The People’s Republic of China), Kiyoshi Shikakura (Invention Machine Corporation, Japan), Alexander Kaminsky (Latvia), Raitis Rudovich (Latvia), Dr. Carson M. H. Hsieh (Epistar, Taiwan), Young-ill Kim (Marino) (TRIZ Korea Company), Mina Elhami Samy (Egypt), Terence Chan (Singapore), Dr. Sergei Ikovenko, Dr. Sara Greengerg (Israel) and Dr. Gaetano Cascini (Italy).

Much gratitude also goes to Daniel Hawtof (Corning), Timothy Brewer (former engineer of Microsoft), John Terninko, Jon Wm. Ezickson, David W. Conley (Intel), Dr. William L. Reber (Motorola, retired), James Bradley (International Truck & Engine Corporation, retired), David Tingley (Invention Machine Corporation), Robert Aldrich (A.O.Smith company) and David M. Verduyn (C2C Solutions Inc.) for their valuable comments and brilliant editing of specific chapters. My special thank go to Mary Ann Kahl, who edited the final version of the manuscript.

Finally, words alone cannot express the thanks I owe my wife Galina, daughter Valerie Deborin, son-in-law Alex Deborin and three grandsons Alec, David, and Daniel. The support of my lovely grandson Alec Deborin through his understanding of Jonathan Livingston Seagull has been especially valued. The encouragement of all my loving family has meant so much to me.

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017

ABOUT THE AUTHOR

Isak Bukhman, TRIZ Master, President and Global Consultant of TRIZ Solutions LLC, and Vice President of the Altshuller Institute for TRIZ Studies

Isak is a TRIZ, Value Methodology (VM) and Six Sigma specialist with more than 35 years of practice in the areas of product/process development and manufacturing.

As their chief methodologist, Isak spent almost ten years at Invention Machine Corporation (IMC) while the company established its global reputation. He now works as an independent global consultant and owner of TRIZ Solutions, LLC.

During recent years, Isak has been active delivering TRIZ training workshops and guiding the development of more than 100 innovation projects in 14 countries (USA, UK, Spain, Germany, Netherlands, Russia, Israel, People’s Republic of China, Hong Kong, Japan, Mexico, South Korea, India, Taiwan, Singapore) for more than 40 leading global corporations, including Eaton, American Axle & Manufacturing, Johnson Controls, BYD, Bobcat, Shell, Masco-Behr, Baker Hughes, Chemtura, Henkel, Samsung, Intel, Microsoft, NXP, Johnson-Johnson, Mattel/Fisher-Price, Kaifa, GAF, Clorox, Corning, Compal, Epistar, General Dynamics Land Systems, Whirlpool, Alcon, DePuyOrthopaedics, Flowserve, Savannah River Site, Steris, Biomerieux, Medtronic, Philips, Delphi, POSCO, Xinetics, BaoSteel and A.O.Smith Corporation.

Isak’s work has also included the delivery of numerous basic and advanced training seminars (some together with Genrich Altshuller), education and training of thousands of managers, engineers and researchers in TRIZ/Value Methodology, and – closest to his heart – seven years of child and adolescent creativity (TRIZ) education in his native Latvia.

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018

ABOUT THE PUBLISHER

Cubic Creativity CompanyCubic Creativity Company is a TRIZ consulting and publishing company in Taiwan.

Publications

• And Suddenly the Inventor Appeared: TRIZ, the Theory of Inventive Problem Solving. (Traditional Chinese version)by Genrich Altshuller:1996, Traditional Chinese Translation by Hsiao Yung-chin:2006

• 40 PRINCIPLES: TRIZ Keys to Technical Innovation. (Traditional Chinese version)by Genrich Altshuller:1997, Traditional Chinese Translation by Hsiao Yung-chin:2007

• The Innovation Algorithm: TRIZ, systematic innovation and technical creativity (Traditional Chinese version)by Genrich Altshuller:1997, Traditional Chinese Translation by Hsiao Yung-chin:2007

• TRIZ Technology for Innovation (Traditional Chinese version)by Isak Bukhman:2011, Traditional Chinese Translation by Hsiao Yung-chin:2011

• TRIZ Technology for Innovation (English version)by Isak Bukhman:2012

Tel +886-2-2368-8882 Fax +886-2-2368-9992 Email [email protected] 10F.-2, No.132, Songshan Rd., Xinyi Dist., Taipei 110, Taiwan (R.O.C.)www.triz.com.tw

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LAWS ANDSTAGES OFSYSTEMEVOLUTION

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Laws and Stages of System Evolution 039

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3.1 Introduction

Through initial research and subsequent work that reinforces this original research, TRIZ recognizes the Laws of System Evolution as a set of rules for the existence, operation and change of systems. The Laws of System Evolution are the primary component of TRIZ and, as such, are the basis for the development of all other TRIZ elements.

The“division of labor”between the Laws and the analytical tools of TRIZ (oriented for problem solving ) is very simple and clear. The Laws help create a more developed and ideal image of the next generation of a system or process. However, we cannot produce an“image”. It must be described with the real concepts of a design. The analytical tools of TRIZ (ARIZ-85C, the System of Standard Solutions, Inventive and Separation Principles, the Scientific Knowledge Database, etc. ) perform this job. Thus, the Laws of System Evolution create an image and the

analytical elements of TRIZ fill out that image with real design solutions (Figure 3-1-1).

In Section 3.2 we find the first group of laws, which are especially important for new system creation. In Sections 3.3 and 3.4, we learn about the second and third groups of laws. In

Section 3.5, we see four stages of system evolution.

3.2 The First Group of Laws

There are three laws in the first group, which specifies the conditions at the beginning of the life of a system:• the law of system completeness.• the law of shortening the path of energy flow through a system. • the law of synchronization/timing the parameters of a system.

Figure 3-1-1. Laws of System Evolution create an image of a developed system and other TRIZ elements transform this image into the real design of a developed system.

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3.2.1 The Law of System CompletenessThis law states that a workable system must include four principal parts performing four principal functions ( Figure 3-2-1 ). The presence of four principal parts is a formal requirement. More important is the requirement of four principal functions in the system so that the system can perform work. This could mean four parts and four corresponding functions. It could mean three parts and four corresponding functions when one of the parts performs two functions. It could also mean two, one or even zero parts and four corresponding functions.

Figure 3-2-2. Four principal parts and corresponding functions are necessary for workable archery.

Example 3-2-1: Archery (Figure 3-2-2)

Figure 3-2-1. Four principal parts and corresponding functions are necessary for a workable system.

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Example 3-2-2: Tree (Figure 3-2-3 )

Figure 3-2-3. Four principal parts and corresponding functions are necessary for a “workable” tree.

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3.2.2 The Law of Shortening the Flow of Energy Through a SystemThis law states that systems evolve in the direction of shortening the passage of energy through the system ( from the engine to the working units ). In simpler terms, it means that the system does not include a transmission ( Figure 3-2-4 ). The engine is directly connected to the working unit.

Figure 3-2-4. In a transmission, one of the principal parts is not a part of the system. Three principal parts and four principal functions are enough for a workable system. Components of ‘engine’ and ‘working unit’ perform the function ‘transmits energy’. In this case, the path of energy through the system is minimal.

Example 3-2-3: Scooter (Figure 3-2-5 )

Fi g u re 3 - 2 - 5 . Th is s co oter has no transmission. The ‘engine’ is directly connected to the rear wheel (‘working unit’). (picture used. with permission of San Yang Industry, Co., Ltd, Taiwan).

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SYSTEM OF STANDARD APPROACHES TO PROBLEM SOLVING:THE SYSTEM OF STANDARD SOLUTIONS

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System of Standard Approaches to Problem Solving: The System of Standard Solutions 143

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5.1 Introduction

There are millions of different problems among the thousands of different systems that exist in the different domains of industry and science. However, there are a definable number of graphic models describing this ocean of problems and a definable number of transformed graphic models representing possible solutions. That is the main idea of the Standard Solutions and almost each Standard Solution represent one of such pairs of graphic models.

The System of Standard Solutions is a TRIZ tool for solving similar, standard problems as well as very complicated problems. The Standard Solutions are not related to specific areas of technology and help transfer effective solutions from one branch of technology to another.

A description of most Standard Solution contains two parts (Figure 5-1-1):• an abstract description and graphic model of a problem situation where this particular

Standard is recommended for use• a recommendation and graphic model of how to transform a problem situation into a

possible solution.

Figure 5-1-1. Structure of a typical Standard Solution description.

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Figure 5-2-1. The substance-field model that contains three basic components: substance S1 (a tool), substance S2 (a product) and field F. Substance-field models can describe situations, problems and solutions.

Altshuller and his TRIZ team identified and documented 76 Standard Solutions, and organized them into five distinct classes:Class 1 Creation, transformation and elimination of elementary (simple) substance-field models; includes two groups and 13 Standards.Class 2 Substance-field model development; includes four groups and 23 Standards.Class 3 Transition to super-system and to micro-level; includes two groups and six Standards.Class 4 Standards of measurement and control of systems (and in systems ); includes five

groups and 17 Standards.Class 5 Guidelines for use of Standard Solutions; includes five groups and 17 Standards.

Substance-Field Analysis and System of Standard Solutions are described here in one chapter. Substance-Field Analysis is a language of the System of Standard Solutions. Substance-field modeling is an integrated part of almost all Standard Solutions. Substance-field modeling is also used in ARIZ-85C (steps 1.7 and 3.6) to create a substance-field model of a problem for selected Standard(s). In Section 5.3, one Standard Solution with an example will represent each group of the first four Classes of Standard Solutions.

5.2 Substance – Field Modeling and Analysis

The substance-field model contains two groups of components that interact with each other.First component group: SubstancesSubstance can be any material thing, such as a molecule, water, gas, sand, computer, pen, car, dog, moon, wheel and so on. Second component group: FieldsField represents a source of energy and is usually identified by the type of energy employed in the model, such as magnetic, electrical, mechanical, chemical, thermal, nuclear, acoustic and so on. A more complete list of fields is found in Section 6.5.In modeling, the letter‘S’symbolizes substances and‘F’symbolizes fields.The substance-field model describes situations, problems and solutions in an abstract graphic form. The simplest substance-field model contains three basic components (Figure 5-2-1 ):

1. A substance (S1 ): a tool that is used to produce a product, or to control, measure or change the value(s) of the product parameters.

2. A second substance(S2): the product that is produced, measured, controlled or changed.

3. A field (F ): the energy used for the interaction between the first and second substance.

If there are fewer than three basic components, the model does not represent a working system.

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Figure 5-2-3. Substance-field model of cleaning teeth.

Example 5-2-2: The process of cleaning teeth (Figure 5-2-3)

The toothbrush (bristle ends ) is the tool S1, the teeth are the product S2 and a mechanical field (brushing ) is the field of S1 and S2 interaction.

In Examples 5-2-1 and 5-2-2, we see substance-field models of existing situations that described how the systems work. The next step is to define existing problems in the situation. This can be done by analyzing the substance-field model of the existing situation and changing the model to include any conflicts or contradictions present in the existing situation. Thus we are doing both: creating a substance-field model and performing Substance-Field Analysis of this model simultaneously. The analysis of interactions between components is the right way to recognize almost all problems of a given situation. Take the example of the substance-field model of cleaning teeth (Figure 5-2-4 ):• with the performance of‘cleans’and would like this

function to be improved. • Cleaning teeth with a toothbrush can lead to gum

damage. This harmful function should be eliminated or reduced.

Figure 5-2-4. A substance-field model and analysis where the function ‘cleans’ is insufficient and should be improved, and the function ‘damages’ is harmful and should be eliminated or reduced.

Figure 5-2-2. Substance-field model of the situation where my wife Galina sits on a chair.

Example 5-2-1: My wife Galina sits on a chair (Figure 5-2-2)

This system is a complete substance-field model and is workable. In this particular case, the chair is the tool S1, my wife Galina is the product S2, and the gravitational field F holds both.

‘Cleans’is a useful function, but we are not happy

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Figure 5-2-5. Oxidation of the piston surface in an aggressive oxygen/acid/fuel medium.

Figure 5-2-6. The substance-field model and analysis of a piston’s surface oxidation where the function ‘oxides’ is harmful and should be eliminated or reduced.

Example 5-2-3: An automobile piston is subjected to considerable thermal and mechanical loads. This enhances the oxidation of the piston surface. Oxidation reduces the durability of the piston (Figure 5-2-5 ).

Now we have a good description and picture of the problem and are ready to create an substance-field model and perform Substance-Field Analysis (Figure 5-2-6 ). In this particular case, interaction between oxygen, acid, fuel (S1 ) and the piston’s surface (S2 ) is harmful (oxides ) and should be eliminated or reduced.

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One possible solution (Figure 5-2-7 ) is to deposit a film onto the piston surface to improve its resistance to oxidation. The film is formed by vacuum thermal deposition. Metals such as nickel-based alloys may serve as the film material. The durability of the piston increases.Idea of this Solution: a new, foreign substance (nickel alloy film ) S3 is introduced between S1 and S2.

Figure 5-2-7. Transition from substance-field model and analysis of a problem (piston’s surface oxidation) to the substance-field model of a possible solution where a new substance S3 (nickel alloy film) is introduced between S1 and S2).

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Figure 5-2-8. Naturally occurring radioactive isotopes present in the ceramic packages of microchips cause damage.

Figure 5-2-9. Substance-field model and analysis of chip damage where the function ‘damages’ is harmful and should be eliminated or reduced.

Example 5-2-4: Alpha particle–emitting ceramic coverNaturally occurring radioactive isotopes are present in the ceramic packages of microchips. This radiation (alpha particles ) can affect the operation of electronic devices (Figure 5-2-8 ).

The interaction between radioactive isotopes (S1 ) and microchips (S2 ) is harmful (damages ) and should be eliminated or reduced (Figure 5-2-9 ).

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CREATIVE PERSON DEVELOPMENT

10

“I saw the angel in the marble and carved until I set him free.” -Michelangelo

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Creative Person Development 295

STRUCTURE OF TRIZ

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10.1 Introduction

“It was morning, and the new sun sparkled gold across the ripples of a gentle sea”. With these words Richard Bach opens his wonderful story about a creative being - Jonathan Livingston Seagull. For Genrich Altshuller and me, this story became a favorite.

The history of this book is unusual. In 1959, while living at Belmont Shore, California, Richard Bach was walking by the waterfront when he heard a voice say “Jonathan Livingston Seagull.” This was followed by a kind of daydream of a seagull flying alone at sunrise. Bach felt impelled to write this story that had filled his mind and the first part of Jonathan Livingston Seagull, up to the point of Jonathan’s expulsion from the flock, was completed. But the voice telling the story was gone as suddenly as it had arisen. Eight years later, 1,500 miles away in Iowa, Bach heard the continuation of the story in the same way – as a dream.

Answering the letters of his readers and admirers, Richard Bach has noted that, in contrast to his other works, he was not able to add anything to what had already been written; that the idea of “The Seagull” did not belong to him. While writing it, he was not acting in the capacity of an author, but rather in that of a medium.

To enhance my TRIZ training programs, it has been my vision for many years to develop a Creative Person Development (CPD) course based on Bach’s Jonathan Livingston Seagull story. It is a popular book available in many languages, and it is easy to track Jonathan’s life milestones.

My first version of the CPD course, created in 2009, is presented in the next three sections. It contains three parts (1. formation of the creative person, 2. higher to heaven and perfection, and 3. be a teacher) and 49 steps. Each step has a quotation or brief summary of an appropriate page of the book with comments, the reference’s relevance to the creative person, and the associated feature of the creative person.

10.2 Part One: Formation of the Creative Person

Step 1

It was a typical morning. The flock of seagulls waited patiently for the fishing boats to arrive. Upon their appearance, the flock of seagulls swarmed to the hotspot, fighting for every bite of food (Figure 10-2-1).

Comment Thus is the routine life for most members of our human race. Thus is the routine life for the animal kingdom (monkeys, dogs, cats, dolphins…, seagulls). It is a life of enslavement to the needs of our bodies.

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Conclusion/Requirement We do not want to be a slave to our body. People have created things in the past that make our lives more comfortable. We should also do something useful for people living today and for future generations.

Feature of the Creative PersonBe more than a body surviving.

Step 2

Jonathan Livingston Seagull was different from the rest of the gulls. Scavenging for food, a necessity of life, mattered little to him. What actually interested him was the art of flying. His greatest desire and fondest pleasure was to fly.

Comment This is the first and main difference between “the crowd” and the creative person. For the crowd, flight is for eating. For a creative person, flight is a pleasure.

Conclusion/Requirement At the beginning of our creative life, we define our first objective or goal – our first ‘flight’. There are thousands of different objectives, goals and unsolved problems around us. We select one appropriate to ourselves and useful to society, and begin to apply our creativity and intelligence. We should love our choice. If not, we should select another.

Figure 10-2-1. Typical morning for flock of seagulls – all thoughts are about food.

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Feature of the Creative PersonAlways have a real objective or goal - at least one.

Step 3

Jonathan Seagull wanted to show his skills through the art of flying. His parents found him to be very odd. They could not understand the motives behind his desire. After all, what good is flying if it is not for the purposes of obtaining food (Figure 10-2-2).

Comment It is not often easy to be a creative person, even in the beginning. Society, as a whole and through our family and friends, imposes habits, traditions and rules on us to make us toe the line.

Conclusion/Requirement Suppose our mother, father and teacher are not creative people. They will teach us how to live a typical life and secure a “successful” career. In any case, we should love and respect them. They do their best for us. But we can develop creatively beyond the scope of our family and friends. And we can encourage our children to develop creatively beyond our abilities. If we go our own creative way, our children will be better for it.

Figure 10-2-2. The parents of Jonathan are not happy with him …. instead, of obtaining food he is spending his time flying.

Feature of the Creative PersonHave a creative life despite the opinions of others.

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Step 4

Jon wanted to test his flying abilities. His first tests involved speed. Conducting the test raised questions. What was his maximum speed before lose of control? How high was he able to fly? These questions were answered by performing various flying trials. Jon was per-sistent. Trial after trial, he flew to the limits of his ability (Figure 10-2-3).

CommentBy Jonathan’s perception, the speed of flight must be higher than 70 miles-per-hour (mph). It was not possible to achieve speeds above 70 mph with the existing flight technology. This was Jonathan’s first defined and formulated problem to be analyzed. A creative person is able to define, formulate and analyze problems to create solutions. Jon’s first problem was an engineering problem relating to his everyday life. Every one of us has encountered this kind of problem.

Conclusion/Requirement

A creative person should be curious. The environment around the person should support creativity and identification of resources. It should also be stimulating, as creativity stagnates in routine situations. The creative person should be able to formulate specification requirements for projects related to existing system development and new system creation, and define parameters. This is the first step in formulating the right problem.

Feature of the Creative PersonHave curiosity and a daily commitment to applying TRIZ skills for real system developments.

Figure 10-2-3. Jonathan tests his flying abilities.

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ch0.indd 1 2012/2/22 下午8:48 - triz.com.t · the little prince by antoine de saint-exupery...

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