Gregory Frenklach

SHORT TRIZNIK'S  NOTES (December 1997)

Functional Blocks

Input-Output Trimming Operator (I-O-T)

Efficient Use of the System Operator

Efficient Use of the DTC Operator

How to teach physical effects in game manner

Developing games for kids of 3-4 years old

Functional Blocks

When we join two, three or more systems to a supersystem we expect that the supersystem will receive additional properties (qualities), which either of the joined systems itself didn't have. 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 the systems are aimed to perform certain function(s). Thus under 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 action "to separate".

Every action is changing of specific parameters of an object of the action. Thus when we join together action and antiaction 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 antiaction we receive dynamization of the point of the stabilisation.

Thus when we join a system and its anti-system into a supersystem we get two additional actions:

a. Stabilization of the specific parameter ;

b. Dynamization of the point of this stabilisation;

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 conditioner works according this principle....

According to Ideality Principle we have to use the same type of energy (field) to perform these four actions (changing, antichanging, stabilization and the point of the stabilization changing).

Let's name these four actions together "functional block" and type of energy for their performance - " performance level". Thus we can write the next rule:

If You want to increase the efficiency of Your system - transit to functional block with the same performance level 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 the specific surfaces. The using of the contact masks takes a lot of time to put an 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 action: gold coating, gold discoating stabilisation of the gold coating (thickness and place of the coating) and dynamization of this point of the stabilization. You can easily resolve this problem now. Enjoy yourself resolving it.

And, at last, here is maybe the main. If You paid attention we took Existing TRIZ principles (laws) and , like in mathematics, get the new "formula" basing on these principles. Maybe it is time to speak about "Theoretical TRIZ"? Forget it. I'm kidding! But maybe....

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.

So try it! Good Luck.

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.

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.

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.

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:

A.The dimensions of the system from usual to zero; or the dimensions of the system from usual to infinite B.The time from usual to zero; or the time from usual to endless C.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:

A.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. B.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... C.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.

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 as properties or qualities of these "accidental" objects 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. So try it! Good Luck.!

I don't know anyone TRIZ specialist, which didn't dream to teach his own kids to solve the inventive problems. And I'm not 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 - supersystem. 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 get 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!

G. S. Altshuller. Creativity as an Exact Science. (Translated by Tony Williams 1984)

H. Altov (G.S.Altshuller pseudonym) And Suddenly the Inventor Appeared. (Translated by Lev Shulyak, 1996)

Gregory B. Frenklach, Gregory A. Yezersky. "About some regularities of the transition to a supersystem. Journal TRIZ #1 1990. (in Russian)

Gregory B. Frenklach, Gregory A. Yezersky. System "Anti" Unpublished work 1989 is kept by the Chelyabinsk TRIZ Library. (in Russian)