New Tools for

First published in The Technology Teacher, the journal of the International Technology Association, December 2005

True inventions require the determination Cal Halliburton to solve multiple problems in order to Victoria Roza overcome contradictions and yield creative solutions.

Introduction— tinuum is characterized by: • Brief searches for similar prob- Design as a Continuum The inventive end of the design lems (problem definition) continuum has two additional • Brief searches for an “off the Design and the design process characteristics. Inventions require shelf” solution that might fit the constitute nearly half of Standards knowledge that often resides problem, and for Technological Literacy (ITEA, outside the individual, company, • A small number of trials. 2000/2002), and technology edu- classroom, or field of study. The cators are deeply committed to knowledge necessary to solve Much of our curriculum is com- teaching the design process. This what appears to be a mechanical posed of the application of standard process can be thought of as span- problem may be found in chemistry, solutions to routine problems—but ning a continuum of difficulty, with electricity, or some other domain. A this does not mean that the process routine at one end second characteristic is the pres- is simple, easy, or mundane. All and inventive problem solving at ence of conflicting or contradictory phases of design and engineering the other (Committee for Study of design requirements. An inventive require skill and (Adams, Invention, 2004). problem arises, for example, if a product must be both strong and lightweight—characteristics that Design Continuum usually necessitate a trade-off. Or it may be encumbered by require- Routine Inventive ments that are in direct conflict with one another, such as rigidity and flexibility. Figure 1. The Design Continuum 1991). Well-written design briefs present challenging and exciting Standards for Technological Lit- problems that can be solved by stu- Routine problem solving often eracy asks technology educators to dents applying standard solutions in follows systematic procedures for prepare students with knowledge new and unusual ways. diagnosing familiar problems and of the inventive end of the design A challenge to technology education prescribing known solutions, with continuum. What must technology curriculum developers and teach- systematic being a key component. educators teach to meet the ad- ers is to decide what, if anything, Solutions to routine problems usual- ditional requirements demanded to teach differently on the inventive ly come from the base of knowledge by invention? What knowledge, end of design, which is character- possessed by the individual, the tools, methods, and procedures are ized by: company or, in the case of educa- available to offer our students? How • The unknown (in the problem tion, the classroom. In the technol- does this differ from the tools we situation) ogy education classroom, problems commonly use at the routine end of • Lengthy searches for the prob- may take the form of design briefs; the continuum? lem (problem definition) solutions may come from the knowl- • Lengthy searches for known edge received through instruction. We need to find a method for inven- solutions, and tion that meets the following criteria, • Many trials The routine end of the design con- which are derived from the charac-

April 2003  The Technology Teachere 1 teristics listed above and include: TRIZ* a New Set of ment of TRIZ passed entirely to • Knowledge of the unknown Tools for Invention his students and colleagues. TRIZ (in the problem situation). has continued to develop, and the • A rapid and systematic community of TRIZ enthusiasts has TRIZ search for the problem (prob- grown worldwide. TRIZ concepts Although it may appear to be the lem definition). are used by professional inventors new kid on the block, TRIZ has • A rapid and systematic and engineers and are taught in a long and interesting history. Its search for solution ideas. colleges and universities. Profound foundations extend back to 1946, • Reduced number of trials enough for the professional, TRIZ with Genrich Altshuller’s quest to (If using only trial-and error- principles have also been success- develop a method for invention. methods, inventions require fully learned and applied by chil- Skeptical of the then-popular psy- hundreds or thousands of dren in elementary and secondary chological methods for improving trials—a requirement beyond schools.*** † creativity, and finding that no other the time available to the methods existed, Altshuller looked classroom teacher). to the accumulated results of inven- Some TRIZ Tools and tion as documented in patents. Principles Routine problems are routine Over a period of 40 years, Altshuller “A problem well defined is a prob- because they are encountered and his colleagues analyzed more lem half solved.” frequently. Standard solutions are than two million patents, mak- –Charles F. Kettering standard because they can be used ing several important discoveries to reliably solve routine problems. along the way. They defined a truly From many years of observing That the two are combined over inventive problem as having one or people struggle to solve difficult and over again is a testament to the more internal contradictions. They problems, Altshuller concluded that efforts of many people over many discovered that, contrary to the people too often accept the prob- years in bringing them together. common notion that an invention is lem as it is first formulated, then Routine problems and standard something new and unusual, there immediately begin searching for a solutions, which are applied in a were identifiable patterns (more solution. This tendency, sometimes systematic manner, reduce the than 100) in the solutions to inven- called solution mindedness (Per- difficulty of teaching and learning tive problems. They discovered that kins, 2001), gets in the way of find- problem-solving methods. A sys- technological systems evolve over ing and solving the real problem. tematic approach to invention will time according to identifiable pat- One of Altshuller’s tools for defining reduce the difficulty of teaching and terns, giving those who knew these a problem is called the systems learning how to invent. patterns predictive power. Most approach. importantly, they developed several An effective method for invention methods and tools for applying this The systems approach to problem will also be repeatable and reliable. knowledge, then tested the validity definition is guided by a nine-cell It must be able to solve inventive of each discovery through extensive matrix that incorporates the con- problems over the entire spectrum practical work solving tough techno- cepts of time and system depth as of knowledge, and to reliably pro- logical problems. Altshuller and his shown in Figure 2. duce solutions. colleagues established training and certification programs and educated A problem might, upon first appear- Finally, this method of invention hundreds of students in the use ance, correspond to any of the nine must not be exclusive to exception- of his methods (Altshuller, 1999). cells. Nonetheless, the systems al individuals. Technology educators He and his colleagues engaged approach asks the inventor to must be able to learn, apply, and in the continuous development examine all the cells before seek- teach the principles and concepts of of a science of invention until his ing a solution to the problem. This the method to all of their students. health declined and the develop- systematic search of possibilities Fortunately, such a method exists.

Sub-system System Super System Past Past Sub-system Past System Past Super System Present Present Sub-system Present System Present Super System Future Future Sub-system Future System Future Super System Figure 2. The Systems Approach Matrix

April 2003  The Technology Teachere 2 at the start of the problem-solving that item. TRIZ seeks to overcome contradic- process pays off later. Consider, tions rather than submit to compro- for example, a farmer who began TRIZ Discoveries mise or trade-off. encountering severe problems with Altshuller’s early discoveries—the a hay baler—the drive belts virtu- presence of one or more contradic- Finding Contradictions ally exploded. Having previously tions in an inventive problem, the Problem finding is one of the basic tested the belts under a variety of similarities in solutions according skills of the inventor (Perkins, 2001) conditions, the manufacturer initially to identifiable patterns, and the and, according to TRIZ, inventive focused on the load placed on the patterns that govern the evolution problems contain one or more con- belts by that particular crop of hay, of technological systems—provided tradictions (Kaplan, 1996). Because and the conditions (heat, humidity, the foundation for further develop- a contradiction is a necessary moisture content of the hay, etc.) ment of TRIZ over the last 60 years. condition of the inventive end of present in the environment. After These discoveries can be applied the design continuum, the ability to their balers failed with a variety of in the technology education class- spot a contradiction is an important crops and conditions in a number room; we’ll offer a brief description part of problem finding. Identifying of fields, the manufacturer traced of each as well as suggestions for contradictions can be consciously the problem to the belt manufac- related classroom activities. In addi- practiced, and teachers can struc- turer. In order to cut cost, the belt tion, we’ll look at the different levels ture this practice for their students. manufacturer had changed glue into which inventive problems fall. suppliers: the new glue reduced Good-Bad Game the effectiveness of the belts. Had Definition of an Contradictions in products and the baler manufacturer been more Inventive Problem systems can be found by playing systematic in identifying the prob- After analyzing more than 200,000 the Good-Bad game. One varia- lem at the outset, he would likely patents, Altshuller noticed that tion of this game entails selecting a have avoided multiple baler failures many represented simple, incre- product and asking, “What is good and the resulting bankruptcy of his mental improvements created with about this product?” and listing all company. readily-available knowledge. His in- the beneficial features and func- terest was in “inventive” problems— tions. The next step is to ask, “What “It’s the things you know, that those that led to considerable is bad about this product?” and aren’t so, that will hurt you.” change in a technological system listing those features and functions. –Anon. or even replaced it. This narrowed By playing this game one can find the number of targeted patents and many bad features and functions in Problem definition (or problem “find- precipitated the discovery that an even the best products. ing”) is a key ingredient for all types inventive problem is one in which of problem solving. Altshuller’s A second variation of the Good-Bad there is at least one contradiction systems approach can help find (Terninko, 1998). game is to select a product and problems located anywhere along again ask, “What is good about the design continuum. Altshuller identified two types of this product?” After receiving one answer, ask “What is bad about [the contradictions. A technical contra- first answer]?” followed by “What is Systems Approach Activity diction (commonly called a “trade- Because problem definition is so off”) is a situation where an attempt good about [the answer to the last critical to solving inventive prob- to improve one feature of a system question]?” and so on. It is almost lems, and because it applies to the detracts from another. Outside of always possible to find something entire design continuum, students TRIZ, technical contradictions are bad about a good feature and vice should practice identifying the most often resolved by compro- versa. hierarchical levels of systems and mise. A physical contradiction is examining the history of each level. one in which a system character- If continued too long, the Good- Teachers can present students istic must exist in opposite states: Bad game can yield responses that with a product, along with a simple it must be both large and small, or seem silly; this should not distract handout describing the systems present and absent, or flexible and you from the task, however. Albert approach, then ask students to rigid, and so forth (Kaplan, 1996). Einstein once said, “If at first the complete the nine-cell matrix for

April 2003  The Technology Teachere 3 idea is not absurd, then there is no Levels of Invention ing Altshuller’s system for classify- hope for it.” Many useful products In his search of the patent literature, ing inventions, students can obtain that surround us are based on no- Altshuller recognized that solutions an appreciation for the time and tions that were once considered im- fall into five categories according to effort necessary for creating them. possible or absurd. The purpose of the difficulty with which they were They can also better understand the this game is to find contradictions. derived: need to explore beyond the limits Products with characteristics that Level One—Standard of their current knowledge to solve are both good and bad are fertile • Solutions that are obtained by problems. grounds for invention. methods well known within a specialty in an industry—no Objective: To observe and un- Contradiction Activity invention required. derstand the level of difficulty of Teachers often have administrative Level Two—Improvement technological inventions. duties to attend to at the beginning • Improvement of an existing or end of a class period. This is a system, usually with some com- Assignment: Given a set of inven- good time to have students prac- plication. tions selected by the teacher, stu- tice the Good-Bad game. It can be • Solution methods are obtained dents will classify them according to presented as a daily activity for stu- from the same industry. their level of inventiveness. dents to engage in when they enter Level Three—Invention inside the classroom and their teacher is the paradigm Analysis: Identify how the systems busy with attendance and other ad- • Essential improvement to an have been improved. Determine ministrative activities. A product (or existing system. whether the improvements came picture of a product) can be placed • Solution methods are obtained from well-known sources or from in a dedicated location in the room. from other fields or industries sources outside the related industry. Students can be instructed to indi- Level Four—Invention outside Identify whether the system was vidually play the Good-Bad game the paradigm simply modified or fundamentally with that product and take notes • Creating a new generation of a changed. Position the inventions about their thoughts. These notes system. according to their level of inventive- could be kept in a special notebook • Solution methods are obtained ness, and justify your choices. that the teacher reviews occasion- from science, not technology. ally. Alternatively, when the teacher Level Five—Discovery Present the conclusion and justifi- is ready to begin class, the students • Pioneer invention of an essen- cation with a computer slide show could be asked to briefly share their tially new system. and narration. results. • Usually based on a major dis- covery or new science (Kaplan, Examples could be posted on the “Yes, but…” Indicator 1996). bulletin board and/or presented to When you are discussing an idea the class before beginning the as- for solving a problem and someone Altshuller discovered that most signment. says, “That’s a good idea, but …” patents belonged to Level One. As you have found a contradiction that these did not represent solutions Evaluation could be based on a needs to be resolved. It also means to inventive problems, he focused rubric designed by the teacher and that the proposed solution has pro- his attention on the remaining the class. duced a secondary problem. Inven- categories. From an initial group tive problems often have many sec- of more than 200,000 patents he Patterns of Invention ondary problems that only appear identified approximately 40,000 that Altshuller discovered that true when a solution is presented. True he deemed inventive. From these inventions overcame technical inventions require the determination he sought to create a method that contradictions without compromise. to solve multiple problems in order would guide problem-solvers toward He identified 39 engineering pa- to overcome contradictions and truly inventive solutions. rameters such as strength, weight, yield creative solutions. Students area, volume, speed, force, etc. that should learn to listen for the “yes, Levels of Invention Activity often required trade-offs, and identi- but…” indicator and identify the Classification is one of the basic fied 40 inventive principles that had related contradiction and secondary steps in the development of scien- been used to overcome them. He problem. tific inquiry and also benefits the then constructed the Contradiction study of technological systems. Us- Matrix—a tool for applying these

April 2003  The Technology Teachere 4 Students can present their illustra- tions to the class for discussion and evaluation. The complete Contra- diction Matrix is beyond the scope of this paper; it can be found, along with an explanation of the 40 prin- ciples and numerous examples, in Kaplan (1996) and Altshuller (1997). An updated version of the matrix can be found in Mann (2003).

Separation Principles In addition to discovering the 40 principles for resolving technical contradictions, Altshuller found that physical contradictions (two required characteristics in direct conflict with one another) could be overcome by applying what he called the separation principles. There are four separation prin- ciples: • Separation in time—where a characteristic might be large at one time and small at another time; or present at one time and absent at another time. For example: Pencils must make a mark when writing but not make a mark when being carried in a pocket, backpack, etc. The pencil lead, an ele- ment of the pencil, must have two conflicting characteris- tics—make a mark and not Figure 3. A portion of the Contradiction Matrix (Kaplan, 1996) make a mark. The solution: a mechanical pencil resolves this contradiction using the principles to overcome technical parameter 1 (weight of a moving separation in time principle by contradictions. object) and parameter 10 (force), extending the lead from the contains inventive principles 8, 10, body of the pencil for writing, The Contradiction Matrix lists the 18, and 37. and pulling the lead into the engineering parameters down body of the pencil when not 39 rows and across 39 columns. Forty Principles Student Activity writing. The cell at the intersection of two The contradiction matrix provides • Separation in space—where parameters represents a contradic- multiple opportunities for student a characteristic might be tion. Inside it are between one and activity and practice. Students can large in one place and small four inventive principles (“pathways” be presented with the principles and in another place; or present for invention) commonly used to appropriate illustrations, then asked in one place and absent in resolve that contradiction, listed in to provide their own illustrations another place. For example: order of frequency of use. In Figure from products addressed in the Small plastic bandages are 3, the cell at the intersection of curriculum or found in everyday life. required to stick to a wound

April 2003  The Technology Teachere 5 but not stick to the scab. They 40 principles have been used in recording are vinyl disks, magnetic are required to seal the wound products and systems helps stu- tape, compact disks and memory and allow the skin to breathe. dents become more aware of their chips.) Then identify the advances The solution: Different spaces human-made environment and how that were made within each system. on the bandage are assigned it was created and improved. (Examples with magnetic tape are different characteristics. The reel-to-reel systems, eight-track ends of the plastic strip are Patterns of cassettes, large cassettes, micro- sticky, and the pad of the Technological Evolution cassettes and so forth. bandage is covered with a Altshuller discovered that techno- nonstick surface. The sticky logical systems change over time Graph or chart the timelines to plastic adheres to the skin and according to distinct patterns. For show dates and changes in the contains a matrix of holes that this reason, the eight patterns he features of the systems. Predict the allows the skin to breathe. identified have predictive power. next development in the evolution • Separation on condition— An inventor who knows the devel- of the technology, and justify your where a characteristic might opmental history of a product—and prediction. behave one way under one knows the patterns of evolution— condition and behave a differ- can predict the future evolution of Construct a mockup of the ex- ent way under another condi- the product and use the patterns pected technology and explain its tion. For example: Eyeglass as guidelines for improving it. An features and benefits. lenses must be clear to see overview of the patterns of evolution well in normal light, but must is beyond the scope of this article, Present your graph or chart, expla- be shaded to shield the eyes however, even the use of simple nations, predictions and justifica- from excessive light. The solu- tions with a computer slide show timelines denoting changes in tech- tion: The chemistry of the lens nical systems is of use in develop- and narration. Examples are posted darkens the lens under the ing technological literacy. on the bulletin board. condition of bright light. • is based on a rubric Separation between parts Technological Evolution Activity Evaluation and the whole—where a An effective learning activity can designed by the teacher and/or the system might have a charac- be designed around the patterns of class. teristic at the system level and evolution of technological systems. an opposite characteristic at A timeline of a system’s evolution Example: If the activity was de- the part (or sub-system) level. can also be a useful tool in the signed around the recording and For example: A bicycle chain technology classroom. By seeing playing of sound or music, then the is required to be both flexible how technology changes over time, teacher can create a sample activ- (so it can bend and move) and students can learn to anticipate how ity by doing a quick Web search rigid (so it can transfer force). things are likely to change in the and gathering several examples of The solution: Each link in the future. sound recording and playing devic- chain is rigid, while the whole es. These devices can be displayed chain is flexible. and the teacher can point out how Objective: To observe and under- stand the evolution of technological the changes followed the patterns Separation Principles Activity systems, and to predict their future of evolution. By understanding how Students can practice identifying development. technologies evolve, an inventor the use of separation principles by can predict the next likely evolution- studying products and tools from ary stage of a system or technology. Assignment: Complete a web the curriculum or from everyday quest and construct a timeline of More about the pat- life. They can be asked to note how the history of a selected technology. terns of evolution can be found in they see the principles applied and Ideation International (1999), Zlotin share their findings with the class. (2001), and Halliburton (2004). Analysis: Identify and briefly de- scribe major systems used in the Frequent practice identifying where technology. (Examples in sound Ideality Pattern of Evolution the separation principles and the One of the several ways that tech-

April 2003  The Technology Teachere 6 nologies evolve is toward the “ide- or replacement technologies. There that make use of resources already al.” Altshuller called this pattern Ide- are two ways to move toward the within the system. Thus, one meth- ality and defined it as the tendency ideal. One is by increasing the od for increasing ideality is a careful of a system to provide more and number and quality of the useful analysis of the system’s resources more benefits (functions) along with functions; the other is to eliminate to determine how they can be used fewer disadvantages—to the point or reduce the harmful functions. A more effectively, provide new func- where the system that provides the superficial assessment of Ideality tions, eliminate harmful effects, etc. functions is no longer required. Ide- might suggest that it provides little ality can therefore be described as guidance—adding useful func- Ideality Illustration a ratio, where the ideal is equal to tions or eliminating harmful func- To illustrate the principle of in- all of the useful functions divided by tions seems obvious. But a more creasing ideality through the use all of the so-called harmful functions thorough understanding of Ideality of resources consider the simple such as cost, energy consumption, reveals that simply adding useful system of a Styrofoam cup used to undesired by-products, mainte- effects or cutting cost will not nec- hold hot or cold drinks. The cups nance requirements, and so on. essarily increase the Ideality ratio. are easily manufactured in large The addition of a useful effect often quantity and at low cost but they requires additional resources, which are not free of harmful effects: The All Useful Functions in turn increase cost and, poten- cups are unstable and can be easily Ideality = ------tially, increase harmful by-products tipped over and the contents spilled. All Harmful Functions or waste. Cost reduction often A solution to this drawback is to use (Kaplan, 1996) weakens the system and diminishes a thin plastic lid with a shape and the useful effects. Indeed, Ideality is flexibility that allow it to be fastened Recognizing that technology not so simple. Altshuller discovered over the top of the cup. The lids evolves toward the ideal provides that for a system to approach the are also easily manufactured in guidance in the search for improved ideal requires inventive solutions large quantity and at low cost. This

Type of Resource Guiding Question Function Resources What functions of the cup might be used to make it more stable? Field Resources What field resources are present? Could a difference in temperature or grav- ity, for example, be used to help stabilize the cup? Information Resources What information does the system impart to us as it functions? Can we use this information to increase the cup’s stability? Conversely, what information about the cup, were it available, could be used to make it more stable?

Idea Resources What ideas have been used in other cup to make them more stable? Can we use these ideas—or variants of them—to increase the stability of our system? Substance Resources What substances exist in the system, and what properties do these sub- stances have? Can any of this be used for stabilization? Space and Shape Resources What space or shape resources in and around the system might be used? Time Resources What happens to the cup over time? Does it stabilize or become less stable? Do any changes occur that might be used to increase stabilization?

Trend Resources What trends might have an effect on the design of Styrofoam cups? What were these cups like in the past? What characteristics might they have in the future? Table 1. A FIST of Resources

April 2003  The Technology Teachere 7 is an obvious solution, yet the cup Inventive Activity: Examine Cur- (the pilot hole), and a third hole to remains unstable. So we must ask: rent Products and Identify Re- accommodate the flat head (the What resources exist within the sources countersink). The primary purpose system—which consists of the foam Identifying resources is a skill that of the holes is to prevent the wood cup and thin plastic lid—that can be can be taught, practiced, and as- from splitting; they also prevent used to remove this instability? sessed—starting from a very basic the screw from twisting in two as it Our problem is to stabilize the cup. level and advancing to higher lev- is driven into the wood. Teachers The instability seems to be a result els. It is essentially a search activity. can then present several problems of the ratio of the cup’s height to its We can think of a simple search to the students. Among them is to width at the base. Clearly, shape activity as looking for a screw that: and space are resources of the in a book. If the book’s table of • Does not split the wood. cup—but how can they be changed contents is sufficiently descriptive, • Leaves the head flush with the to improve stability? One solution is a quick search can be easily ac- surface of the wood. to make the cup wider and shorter, complished. If the table of contents • Does not twist in two as it is yet hold the same volume. Another is inadequate, the searcher might driven. solution is to make the base of the resort to using the index. The FIST • Prevents the driver from slip- cup much wider and the mouth of Resources table is like a table of ping off the head. smaller. How can we make the cup contents that guides the searcher wider at the base? Since the cup to a number of resources within a Multiple solutions to these prob- is widest at the top, and the lid is product that might otherwise be lems can be purchased at hard- wider than the top, perhaps we can overlooked. ware stores or lumber yards. The use the lid to stabilize the cup. We teacher might keep these in reserve could change the shape of the lid Memory devices such as FIST can as students search for resources (again using the resource shape) help students remember the various within the screw that can be used to allow a press-fit to the bottom of types of resources that exist, but or modified to solve the problems the cup in the same way that the they will still need to practice iden- presented. lid press-fits to the top of the cup. tifying resources. Activities can be The lid may then be used as an built around simple everyday prod- Alternative: Rather than asking attached saucer to stabilize the cup ucts to enable students to practice your students to solve a problem and/or collect a small spill. searching for resources. The FIST that has already been solved, table provides a systematic way to you might present several of the System Resources search for resources and generate solutions you purchased at the A system, like the cup and lid, can ideas for solving the problem. It also hardware store, then ask them to have many types of resources, and provides the technology teacher identify how resources within the not all of them are readily apparent and student with specific content to system (wood-screw) were used or to the casual observer. The simple teach and learn. modified to solve the problem. acronym FIST serves as a reminder that there are a “fistful” of resources Inventive Activity: Reverse Engi- Inventive Activity: Invent a Solu- that the inventor should look for. In neer or Re-solve a Problem That tion to a Current Problem Table 1 we examine these resourc- has Been Solved Inventing new products for the mar- es with respect to the cup-and-lid Present your students with a slotted ketplace is an engaging experience system. flat head wood screw, a screw- for young students. Experience driver, and an instruction sheet for shows that even upper elementary Other resources may be included using them. Typically this activity students are capable of applying in the FIST table, and it is helpful requires that three holes of differ- TRIZ principles and inventing new for the inventor to remember that ent sizes and shapes be drilled in products that are marketable and resources may be concentrated, the board beforehand: one hole even patentable.*** Several state combined, or used to derive addi- to accommodate the diameter of and national organizations have tional resources. the shank of the screw (the shank programs supporting inventive hole), a second hole to accommo- education, and sponsor state and date the root diameter of the screw national inventive competitions.

April 2003  The Technology Teachere 8 Few of these programs, however, • The patterns of technological methods, and tools can be used by teach the types of principles and evolution. elementary and secondary school skills found in TRIZ. • How a system might evolve in students. With TRIZ, technology the future. education teachers have knowl- Assessing Learning • How to identify unused re- edge content to help their students sources in the system. Because TRIZ has a broad knowl- understand the inventive end of the edge base, a teacher can test to de- design continuum at a deeper level Students learning TRIZ will improve termine whether students know and than ever before. their skills and creativity when work- are able to apply that knowledge in ing with inventive problems and will meaningful ways. Students can be This paper has provided a glimpse improve their problem-solving skills asked to: of the large knowledge base known at all positions of the design con- • Define an inventive problem. as “classical” TRIZ. Many topics tinuum. Students learning TRIZ will • Define and identify a technical such as modeling, physical effects, also begin to see that the principles or physical contradiction. fields, and psychological inertia can be applied to their everyday • Identify resources in the FIST have not been addressed. Modern lives to solve problems outside the table. TRIZ—or the Ideation/TRIZ meth- realm of technology. • Define Ideality. odology, which has been under • Describe the harmful and useful development since 1986—expands functions of a product. the TRIZ principles to several hun- Conclusion dred operators and lines of evolu- • Provide examples of the TRIZ provides a powerful set of tion, and is computer based for separation principles or the 40 methods and tools for the inventive rapid access to a complete set of principles at work in common end of the design continuum. TRIZ principles and tools. products. meets the criteria for an inventive method—it can be directly taught Students can be tasked to apply and systematically applied by stu- Notes the inventive principles of TRIZ with dents. TRIZ provides knowledge of * TRIZ, pronounced as “trees,” inventive design briefs. They can the unknown (in the problem situa- is an acronym representing the then be asked: Have you accom- tion) by helping the inventor iden- Russian words Teoriya Resheniya plished the prescribed task? Have tify characteristics of the system. Izobretatelskikh Zadatch, which you applied the principles? Can you It speeds the search for solutions translates to Theory of Inventive describe how the principles were by helping the inventor view the Problem Solving. applied? In this manner the technol- problem from all system levels. It ogy teacher can assess a student’s provides a faster search for solu- ** The scenario is derived from con- performance beyond the creation of tion ideas by identifying available versations with a consulting agricul- a product. resources, and by providing meth- tural engineer who worked with the ods for resolving contradictions. manufacturer of the hay bailer. Content for Teaching TRIZ reduces the number of trials *** The Entrepreneurs Grow on Invention the inventor would need to make by providing an index to methods that TRIZ program has demonstrated TRIZ provides the technology that, even with very brief instruction teacher and curriculum developer have worked in similar cases across many technological domains. TRIZ in the TRIZ principles, students in with content knowledge, principles, upper elementary, middle, and high and skills for students to become principles can be systematically applied to provide repeatable and school can apply the principles to inventive problem solvers. Students invent marketable products. can learn: reliable results for inventors them- • The definition of an inventive selves and for technology teachers who wish to make their students † This assertion derives in part from problem. conversations with Boris Zlotin, Alla • more inventive. How to identify different levels Zusman and other TRIZ scientists of invention. at Ideation International about • Sophisticated enough for the To identify contradictions. their experiences teaching TRIZ to • professional designer, engineer, To distinguish between tech- youth. nical (trade-off) and physical and inventor, the TRIZ principles, (conflict) contradictions. April 2003  The Technology Teachere 9 International Technology Education Subscribe to “Inventamins—Vi- References tamins for the Inventive Mind,” a Adams, James L. (1991). Flying Association. (2000/2002). Stan- free newsletter about TRIZ prin- buttresses, entropy, and o- dards for technological literacy: ciples and tools sent to subscrib- Rings: The world of an engi- Content for the study of tech- ers once a week during the school neer. Cambridge, MA: Harvard nology. Reston, VA: Interna- year. Request your subscription at University Press. tional Technology Education Association. [email protected] . Sam- ples of Inventamins are available at Altshuller, Genrich, translated, Kaplan, Stan. (1996). An intro- www.halliburtonassociates.com . edited, and annotated by Lev duction to TRIZ: The russian Shulyak and Steven Rodman. theory of inventive problem (1999). The algo- solving. Southfield, MI: Ideation rithm: TRIZ, systematic inno- International. vation and technical creativ- Mann, Darrell, Simon Dewulf, Boris ity. Worcester, MA: Technical Zlotin, & Alla Zusman. (2003). Innovation Center. Matrix 2003: Updating the TRIZ contradiction matrix. Belgium: Altshuller, Genrich, translated and CREAX Press. edited by Lev Shulyak and Steven Rodman. (1997). 40 Perkins, David N. (2001). The principles: TRIZ keys to techni- eureka effect: The art and logic cal innovation. Worcester, MA: of breakthrough thinking. NY: Technical Innovation Center. W.W. Norton and Company.

Committee for Study of Invention. Terninko, John, Alla Zusman, & (2004). Invention—enhancing Boris Zlotin. (1998). Systematic inventiveness for quality of life, innovation: An introduction to Cal Halliburton taught at the mid- competitiveness, and sustain- TRIZ. Boca Raton, FL: St. Lucie dle school and high school in Ames, ability: report of the committee Press. Iowa for 34 years. He now devotes for study of invention. Cam- his time to the dissemination of bridge, MA: Lemelson-MIT Pro- Zlotin, Boris, Alla Zusman, edited by TRIZ to teachers and children in the gram and the National Science Victoria Roza. (2001). Directed United States. He can be reached Foundation. evolution: Philosophy, theory, and practice. Southfield, MI: via e-mail at [email protected] or [email protected] Halliburton, C. (2004). Giving your Ideation International, Inc. students technological fore- sight. Presented at the 2004 Learn more about TRIZ at Annual Conference of the Inter- Ideation International at: national Technology Education www.ideationtriz.com Association in Kansas City. The Altshuller Institute at: www.aitriz.org Ideation International, G. Altshuller, B. Zlotin, A. Zusman, & V. Phi- To share your TRIZ discoveries latov. (1999). Tools of classical contact Halliburton at TRIZ. Southfield, MI: Ideation [email protected] International, Inc.

Ideation International. (2003). Basic Victoria Roza is Director of Educa- I-TRIZ e-learning: introduction tion for Ideation International, Inc. of to TRIZ and ITRIZ software. Southfield, Michigan. Southfield, MI: Ideation Interna- tional, Inc.

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