Technology for Innovation: How to Create New Systems, Develop Existing Systems and Solve Related Problems (Management for Professionals) 9811610401, 9789811610400

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Management for Professionals

Isak Bukhman

Technology for Innovation How to Create New Systems, Develop Existing Systems and Solve Related Problems

Management for Professionals

More information about this series at http://www.springer.com/series/10101

Isak Bukhman

Technology for Innovation How to Create New Systems, Develop Existing Systems and Solve Related Problems

123

Isak Bukhman Watertown, MA, USA

ISSN 2192-8096 ISSN 2192-810X (electronic) Management for Professionals ISBN 978-981-16-1040-0 ISBN 978-981-16-1041-7 (eBook) https://doi.org/10.1007/978-981-16-1041-7 Jointly published with Shanghai Jiao Tong University Press The print edition is not for sale in China (Mainland). Customers from China (Mainland) please order the print book from: Shanghai Jiao Tong University Press. © Shanghai Jiao Tong University Press and Isak Bukhman 2021 This work is subject to copyright. All rights are reserved by the Publishers, whether the whole or part of the material is concerned, specifically the rights of reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publishers, the authors, and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publishers nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publishers remain neutral with regard to jurisdictional claims in published maps and institutional affiliations. This Springer imprint is published by the registered company Springer Nature Singapore Pte Ltd. The registered company address is: 152 Beach Road, #21-01/04 Gateway East, Singapore 189721, Singapore

Preface

Here is the book for people striving to be more creative problem-solvers and innovators. This book offers readers a simple, attractive, easy to understand, and complete overview of TRIZ and applied TRIZ, Technology for Innovation. The genius of Genrich Altshuller and his many followers created TRIZ by using the best practices of thousands of most talented engineers and scientists, which made our technological civilization. The acronym TRIZ, from the Russian phrase “Teorija Reshenija Izobretatelskih Zadach,” means “Theory of Inventive Problem Solving.” TRIZ is a science and philosophy for new system creation and existing systems development, and related problem-solving. TRIZ helps to create the best possible solutions for even the most critical problems. TRIZ is the best we have today on our Planet for industry, technology, business, and education development. As a life philosophy, TRIZ helps realize every human being’s privilege and obligation to be a creative person and live a creative and successful life. Applied TRIZ, Technology for Innovation is the process of using all parts of TRIZ combined with other proven design development methods and best practices of effective project teams for a system (products, devices, technologies, services) development and problem-solving. Technology for Innovation is applying through individual innovation roadmaps for project creation and problem-solving. There are three parts to this book. The first seven chapters explain the main elements of TRIZ and the most effective design and development methods. The second part of the book has Chap. 18, Technology for Innovation. This chapter is about using all the elements of TRIZ in combination with most effective design and development methods and the best practices of various project teams for problem-solving and system development. Three appendixes form the third part of the book. Here, the reader can find a learning wind turbine project, ideas, recommendations for studying TRIZ, and implementing Technology for Innovation in the company. The structure and content of the book follow the standards and requirements of the curriculum for universities.

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This book is recommended as a textbook to students and teachers at the university and high school level and a practical handbook to any engineer or specialist involved in technology, product, and services development. Of course, the author believes it will also be beneficial and enjoyable to anyone with an inquiring mind, irrespective of age and specialty. Book presents 656 figures, 382 examples, 137 exercises, 13 tables, and 3 pictures. Watertown, MA, USA

Isak Bukhman

Acknowledgments

Author appreciation goes first to his teacher Genrich Altshuller. When we met, the author had no suspicion that he would become such a strong influence on the author’s life. Everything that the reader will find valuable and exciting in this book is because of Genrich. This book would not have been possible without help and support from many author friends, colleagues, and partners. The author would like to express his gratitude to the Invention Machine Corporation (IMC), especially President Mark Atkins and VP James Todhunter, to create this book for their exceptional help and support. They allowed the author to use examples from Goldfire software without limitation. The author spent more than 10 years at IMC, which helped the author create unique skills using TRIZ combined with Goldfire software for new systems creation and existing system development and problem-solving. I am grateful for helpful recommendations and comments from Dr. Li Huangye (IMA-InnoCloud Technology Co, China), Richard Langevin (Technical Innovation Center, USA), James Bradley (International Truck & Engine Corporation, retired), Prof. Galina Terekhova (South-Ural State Humanitarian Pedagogical University, Chelyabinsk), Prof. Yung-Jye Sha (Taiwan TRIZ Association), Prof. Denis Cavallucci (INSA, Strasbourg), Viesturs Tamuzs (Altshuller Institute for TRIZ Studies, Latvia), Dr. Yuli Chakk (Intel Corporation), Justus Schollmeyer (Second Negation, Berlin), Dr. Anatoly Agulyansky (Intel Corporation), Prof. Runhua Tan (National Engineering Research Center for Technological Innovation Method and Tool, Tianjin, China), Yoshihisa Konishi (Japan TRIZ Society), and Eugene Hsiao (Cubic Creativity, Taiwan, Ltd.). Finally, words alone cannot express the thanks author owes his wife Galina Bukhman; daughter Valerie Deborin; son-in-law Alex Deborin; and three grandsons Alec Deborin, David Deborin, and Daniel Deborin. The encouragement of the loving author’s family has meant so much to him.

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About Author Teacher—Genrich S. Altshuller

In 1974, the author began to study and use Value Engineering (VE). VE does not have any problem-solving method and recommends using brainstorming, morphological analysis, Synectic, and other similar methods based on trial-and-error techniques. For several years, I looked for a more effective way to help the author solve VE projects' problems. In 1977, the author happened to notice TRIZ mentioned in some publications. Soon after, the author found a few engineers in Riga who were familiar with TRIZ. The author learned all that they knew, but it was not enough for the author to work. The author wrote directly to Genrich Altshuller that the author wanted to learn TRIZ, and so the author becomes his student. Altshuller asked the author about his level of TRIZ knowledge and, without delay, sent the author a large amount of material on the subject. The author became his apprentice and, eventually, a member of his team. Everything that Altshuller did for the author, he did without fee or “tuition.” The author’s teacher answered all his questions and guided the author through TRIZ with great patience and tact. The author had come to him a stranger, and only the author wanted to engage in TRIZ that distinguished the author from other people. In 1981, Altshuller invited the author to be a probationer at a large TRIZ seminar in Kishinev. It was the first time that the author met him in person. In the 1981 photo from that seminar below (Picture 1), Vladimir Gerasimov is first on the left, Genrich Altshuller is third from the left, Victor Fey is first on the right, and the author is seated in the front. It was a crucial moment in author TRIZ’s life. Shortly after the author return to Riga, he delivered his first TRIZ lecture for a broad audience. The author's own first TRIZ training classes and project workshops came about later. Meanwhile, Altshuller helped an author organize a local TRIZ school in Latvia. Genrich invited the author to be his partner for a 3-week TRIZ seminar/workshop in Yaroslavl in 1983 (Picture 2). Helping to lead this significant event was offered as a severe test for the author as a TRIZ specialist. It was not easy to become a partner of the author’s mentor. The author made a great effort to meet his requirements and standards. This seminar brought us closer to each other, and the author began to recognize Genrich as his teacher and as a friend. Over those 3 weeks, the author cooked for us both. Altshuller was not fussy about food; he happily ate everything that the author prepared for breakfast, lunch, and dinner. He

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About Author Teacher—Genrich S. Altshuller

Picture 1 Genrich Altshuller and a group of his followers in Kishinev, 1981

Picture 2 Genrich Altshuller and Isak in Yaroslavl, 1983

About Author Teacher—Genrich S. Altshuller

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had only one wish—that everything be fresh. So, the author bought groceries and cooked fresh food every day. During this shared time, Genrich talked a lot about his life, about the years spent in prison in Moscow and the concentration camps in Kolyma. It was an important revelation for the author, and the author began to understand his teacher’s inner life better. After our work in Yaroslavl, a lot of funny stories spread among the TRIZ public. The author has a distinctive natural accent. It is always “getting out” of the author, no matter what the language author speaks. Genrich always wondered how the author could lecture with such an accent and how people could stand listening to the author. Despite his bafflement, the rumor spread that Altshuller “caught” the author’s accent and started to talk like Bukhman. Even now, old TRIZers remind the author about this when we meet. Moreover, some TRIZers began to say that a new breed of jackdaws showed up, cawing with the author’s accent and that these noisy birds appeared in different cities and countries. Of course, defamation is connected to Altshuller, and the author found and was caring for a baby jackdaw over the 3 weeks. The young bird made our tranquil TRIZ seminar lively. Even better, our adopted mascot supplied several immediate illustrations of TRIZ at work. It began one day at lunch when we noticed something fall outside the window. It was our baby jackdaw falling from its nest. We picked him up and placed him in the author’s room. The first problem was how to feed him. We gave him a saucer with small pieces of cheese and fish. He did not eat our refreshments and croaked discontentedly. In the end, we realized that being a baby bird, he was looking for his mother to feed him by putting the pieces of food directly into his open beak. The young jackdaw’s beak was always open, and we used our TRIZ skills to successfully recreate his mother’s technology. Then the time came to teach our friend to fly. We put him on the palm of a hand at the height of 10 inches and sharply lowered the palm down. We increased the height little by little. Finally, he learned to fly, and at once, new problems appeared. Of course, his new freedom created new problems. Our young jackdaw liked to sit on the top of the open closet door. When we had breakfast, we knew when our friend was ready to fly as he usually lowered his headfirst. At this moment, we all stood in motionless, troubled suspense. The young jackdaw could land anywhere—on the edge of a cup of hot tea, on a plate of food, or our heads. Before leaving Yaroslavl and in gratitude for his “service,” we took our young friend to an urban camp for children where he was set free late that summer. One aspect of TRIZ that the author has always felt his teacher did not share with the author, for Genrich was a great success with women. His wife, Valentina Zhuravleva, was the most beautiful woman in Baku. She remained attractive for the whole of her life (Picture 3). However, it was not TRIZ, but Genrich was a true gentleman, and all women love a considerate man. Both Genrich and Valentina Altshuller received their guests very warmly and with delicious foods. Every time the author visited them in Petrozavodsk, he was treated to a delicious meal and exquisite oriental confectionery. In return, the

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About Author Teacher—Genrich S. Altshuller

Picture 3 Genrich Altshuller, his wife Valentina Zhuravleva, and their granddaughter Yunona in Petrozavodsk, 1990s

author always brought something tasty from Riga. Genrich especially liked our unique Riga cheese. The years with Altshuller were good. TRIZ was not yet so business oriented. We, his students, and his crew were like a family. Genrich gave us his materials and shared his experience and knowledge. Consequentially, we all openly shared our experiences and expertise. Genrich united us, and we all recognized him as our teacher and leader. Since then, fate and providence have scattered his students in different directions and to different countries. Much has changed in our TRIZ family, but that is another bittersweet story… another kind of problem for TRIZ to help us understand.

Recommendations

In his book, Technology for Innovation, Isak Bukhman provides additional insight into the TRIZ methodology. With its examples, descriptions, and graphics, the book’s structure gives the reader a keen insight into applying TRIZ to solve problems. The book is structured so that it can be used by both novices and TRIZ users. This book provides excellent examples and descriptions of 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 toward complete knowledge is a bit like the horizon; you can always see where you are 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, Technology for Innovation, is a powerful tool for gaining insight into the various features of the TRIZ landscape and 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 path to follow through the TRIZ solution engine. For the experienced, Dr. Bukhman’s book shines a light on the myriad of analysis process perturbations that are available based on your individual needs, goals, and used complementary methodologies. I am particularly impressed with his problem examples’ relevance, 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 compelling world of innovation. David W. Conley President, Innomation Corp. 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 receive help from the expertise and experience he has reduced to text. I have

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personally been able to improve my inventiveness after learning principles from Isak. Daniel Hawtof Senior Research Associate, Corning Inc. When I read the book, I got much better clarity thorough explanations and examples of applying the theory to practice. I felt like I saw the entire path to inventions and how to go step by step. Tony Belkin Director, CAT Digital at Caterpillar Inc. This book presents TRIZ as a comprehensive tool for technology development combined with the most proven methods such as root-cause analysis, value engineering, hybrid system design, and FMEA. 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 exciting to any person, irrespective of age and specialty. Dr. Ming Jiunn Jou Former President at Epistar Corp., Taiwan I am glad to have encountered a modern and comprehensive TRIZ textbook/handbook where you can learn the TRIZ theory and utilize this technology for practical innovation with the presented roadmaps TRIZ parts, other proven methods, and best practices. My primary impression was that this book would serve as an 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 examples changing analytical models into Substance-Field models 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 has been narrowed down to 24, and this table (matrix) may lead you to the best potential principles adjusted to software and IT. I 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 is one reason I am supporting efforts and looking forward to seeing a Japanese version of this book. Yoshihisa Konishi Director, Japan TRIZ Society Technology for Innovation reflects its author’s passion, a man committed to improving the human condition by helping others develop their abilities to create,

Recommendations

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innovate, and solve problems. Isak Bukhman has extended the work of his mentor, Genrich Altshuller, in many ways. He has taken a creative problem-solving system and shows how it can apply to all walks of life. Through his consulting, his workshops, and his seminars, he has helped leading corporations around the world do what they do better, as well as do things they have not done before. Bukhman’s book Technology for Innovation, however, extends his reach much further—beyond industry and manufacturing to American education. Technology for Innovation could be a valuable resource for secondary (and post-secondary) programs as it embodies the spirit of the new science standards and STEM initiatives. While laying out a proven system for problem-solving, it engages readers with its creative graphics, simple text, examples, examples, and more examples. While some examples may describe developments in complex electronics systems, others deal with horse-drawn carriages and modern-day buses, water skiers and motorcycles, band-aids, and battle tanks. A fun read for the science/technology-oriented high school junior or senior, the book can also serve as the basis for a well-developed curriculum and course offerings at the secondary and beyond. Isak Bukhman has created a handbook, a textbook, and a jewel. Stuart Kahl Educational Assessment Consultant at Kahl Balanced Assessment Practices, founding principal and former CEO of Measured Progress TRIZ Master Isak Bukhman has translated his many years of experience and breadth and depth of knowledge into a simple and easy-to-understand yet comprehensive book. For someone new to the concept of TRIZ, Bukhman has deepened my understanding and appreciation for the TRIZ methodology. Bukhman fills his pages with many illustrations (great news for those who are more of a visual learner!) and memorable examples that make applying certain principles easier to picture. For example, his wife makes a few appearances in the book as he expounds on some principles. All in all, this is an excellent book for both beginners and practitioners of TRIZ. Sarah Chan Business Development Manager, CADIT, Singapore I read Technology for Innovation and was very impressed. I found the book straightforward to read and had several illustrations included to help explain the text's topics. I liked the author's approach of including diagrams that defined the thought process behind applying TRIZ. In other TRIZ texts, the focus seems to explain the 40 principles and discuss System Evolution Laws. The author's approach in this book covers a broader range of problem-solving tools and discusses additional topics, including Scientific Effects and Patents. These latter topics are often left out of primary TRIZ texts. The course syllabus information was beneficial for me, as many engineers have asked me about the commitment required to gain TRIZ skills. Most are concerned

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about how much time is required to participate in a TRIZ event or how much time is required when attending a comprehensive training class. Including the syllabus, information helps answer these types of questions. Herbert Roberts Principal Engineer of Advanced Repair, General Electric Aviation

Contents

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The Ideas of TRIZ . . . . . . . . 1.1 How TRIZ Started . . . . 1.2 Structure of TRIZ . . . . . 1.3 Benefits of Using TRIZ . Reference . . . . . . . . . . . . . . . .

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The Multi-screen Vision of System Evolution . . . . . . . . . . . . . 2.1 A One-Screen Vision of System Evolution—Ordinary Thinking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2.2 A Four-Screen Vision of System Evolution—Specification Requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2.3 A Six-Screen Vision of System Evolution—Creative Thinking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2.4 A Nine-Screen Vision of System Evolution—Engaged Imagination . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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Laws of System Evolution and Development . 3.1 The First Group of Laws . . . . . . . . . . . . 3.2 The Second Group of Laws . . . . . . . . . . 3.3 The Third Group of Laws . . . . . . . . . . . References . . . . . . . . . . . . . . . . . . . . . . . . . . .

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Stages of System Evolution . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4.1 The First Stage of System Evolution—New System Creation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4.2 The Second Stage of System Evolution—Parts Improvement and Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4.3 The Third Stage of System Evolution—Dynamization of the System . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4.4 The Fourth Stage of System Evolution—Transition to Self-control and Self-development of the System . . . . . . . References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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Contents

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Curves of System Generations and System Evolution . 5.1 S-Curve of System Generation Development . . . . 5.2 Relations of S-Curves of System Generations . . . . 5.3 The Curve of System Evolution . . . . . . . . . . . . . . Reference . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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System Contradictions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6.1 System Contradictions . . . . . . . . . . . . . . . . . . . . . . . . . . . 6.2 The List of 39 Parameters for Formulating System Contradictions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6.3 Inventive Principles for System Contradiction Elimination . 6.4 Altshuller Matrix—A Table of All Conflicting Combinations of the 39 Parameters . . . . . . . . . . . . . . . . .

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Physical Contradictions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133 7.1 Physical Contradictions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134 7.2 Separation Principles for Physical Contradiction Elimination . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137

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Software Contradictions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8.1 Software Contradictions . . . . . . . . . . . . . . . . . . . . . . . . . 8.2 List of 24 Parameters for Software Contradictions Formulation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8.3 Software Principles for Software Contradictions Elimination . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8.4 Table of Different Combinations of Conflicting Parameters for Software-Related Problems . . . . . . . . . . . . . . . . . . . . .

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Resources and Parameters of Resources 9.1 Resources of Time . . . . . . . . . . . . 9.2 Resources of Space . . . . . . . . . . . . 9.3 Resources of Substances . . . . . . . . 9.4 Resources of Fields . . . . . . . . . . . . 9.5 Parameters . . . . . . . . . . . . . . . . . . 9.6 How to Define and Use Resources .

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10 Science for System Development and Evolution . . . . . . . . . . . . . . . 213 10.1 The Power of Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 213 10.2 The Scientific Knowledge Database . . . . . . . . . . . . . . . . . . . . . 221 11 Substance–Field Modeling and Analysis . . . . . . . . . . . . . . . . . . . . . 229 11.1 Substance–Field Modeling and Analysis . . . . . . . . . . . . . . . . . . 229 12 System of Standard Solutions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 237 12.1 Standards of Class 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 239 12.2 Standards of Class 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 256

Contents

12.3 Standards 12.4 Standards 12.5 Standards References . . . .

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of Class 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 298 of Class 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 305 of Class 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 327 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 371

13 The Method of Simulation by Little Manikins . . . . . . . . . . . . . . . . 373 13.1 The Method of Simulation by “Little Manikins” (SLM) . . . . . . 373 References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 383 14 The Algorithm for Inventive Problem Solving (ARIZ-85C) . . . . 14.1 Structure of ARIZ-85C . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14.2 Guide to Diagrams of Typical Conflicts . . . . . . . . . . . . . . . . 14.3 ARIZ-85C. Part 1: Problem Analysis—Problem Transition From An Initial Problem Statement to a Distinctly Constructed Statement and Model of a Mini-Problem . . . . . . 14.4 ARIZ-85C. Part 2: Creating a List of Time, Space, Substance, and Field Resources with Associated Parameters . . . . . . . . . 14.5 ARIZ-85C. Part 3: Realization of the Transition From a Problem to a Solution . . . . . . . . . . . . . . . . . . . . . . . 14.6 ARIZ-85C. Part 4, Step 4.1.: The Method of Simulation by Little Manikins . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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15 Root-Cause Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 429 15.1 Root-Cause Analysis (RCA) . . . . . . . . . . . . . . . . . . . . . . . . . . 429 . . . . . 433 . . . . . 434 . . . . . 436

16 Value Methodology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16.1 A Short History of Value Methodology . . . . . . . . . . . . . 16.2 Benefits of Using Value Methodology . . . . . . . . . . . . . . 16.3 VM and Phases of the Life Cycle of Products, Systems, or Procedures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16.4 Function Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16.5 Trimming . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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17 Function Modeling and Analysis and Trimming Method 17.1 Function Model Elements . . . . . . . . . . . . . . . . . . . . 17.2 Building a Functional Model of the Device . . . . . . . 17.3 Trimming Method—Design Simplification Strategy .

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451 452 456 459

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18 Technology for Innovation: Strategy of System Development and Related Problem-Solving . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 467 18.1 Innovation Roadmap, Part 1: System Analysis and the Problem Statement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 468

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Contents

18.2 Innovation Roadmap, Part 2: Problem-Solving, Concept Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 479 18.3 Innovation Roadmap, Part 3: Concept Scenario Creation . . . . . . 480 Appendix A: Wind Turbine Project . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 485 Appendix B: Training Courses for All Levels of Innovation Specialist Preparation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 509 Appendix C: Technology for Innovation Implementation Plan for Companies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 515 Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 519 References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 527

About the Author

Isak Bukhman is TRIZ Master, President, and Consultant of TRIZ Solutions LLC (the USA), President of Altshuller Institute for TRIZ Studies, Senior Consultant of Chongqing Innovation Method Society, Honorary Director of Chinese National Engineering Research Center for Technological Innovation Methods and Tools, and honorary member of Leibniz Institute of Interdisciplinary Studies (LIFIS). As their chief methodologist, Isak spent 10 years at Invention Machine Corporation (IMC). It helped him create unique skills using TRIZ combined with Goldfire software for new systems creation and existing system development and problem-solving. He now works as an independent consultant and is an owner of TRIZ Solutions, LLC. TRIZ Solutions LLC is a consulting company that offers the complete array of Technology for Innovation products and services to companies from any industry using a training system, project facilitation, consultant preparation, and support in creating Centers of Innovation. TRIZ Solutions LLC helps to realize the privilege and obligation that each member of our society must be a creative person and live a successful and happy life. During recent years, Isak has been active delivering TRIZ training workshops and guiding the development of more than 100 innovation projects for more than 40 leading global corporations, institutes, and universities including American Axle & Manufacturing (USA), BYD (P. R. of China), Bobcat (USA), Chery Automobile (P. R. of China), Delphi (USA), Eaton (USA), Hendrickson (USA), Ingersoll Rand (USA), Johnson Controls (USA), Alcon (USA), Biomerieux (USA),

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About the Author

DePuyOrthopaedics (Germany), Medtronic (USA), Steris (USA), Baker Hughes (USA), Chemtura (USA), Masco-Behr (USA), Shell (USA, UK), Stress Engineering Services (USA), A. O. Smith (USA), BaoSteel (P. R. of China), Flowserve (USA), Hollingsworth (USA), Savannah River Site (USA), POSCO (South Korea), Xinetics (USA), DSO National Laboratories (Singapore), General Dynamics Land Systems (USA), Asus (Taiwan), Compal Electronics (Taiwan), Clorox (USA), Corning (USA), Epistar (Taiwan), GAF (USA), Henkel (Germany), Huawei Technologies (P. R. of China), Intel (USA, Israel), Johnson & Johnson (USA, Brazil), Matter/Fisher-Price (USA), Microsoft (USA), NXP (Hong Kong), Samsung Electro-mechanics (South Korea), Philip Morris (USA), Philips (Netherlands), Shenzhen Kaifa Technology (P. R. of China), Whirlpool (USA), Siemens (Germany), GEGR-E (Germany), Southwest Research Institute (USA), Chung Hua University (Taiwan), Lunghwa University of Science and Technology (Taiwan), Mitsubishi Research Institute (Japan), Singapore Polytechnic-school of Mechanical & Engineering (Singapore), Tulane University (New Orleans, USA), Leibnitz Institute for Interdisciplinary studies (Germany), Holon Institute of Technology (Israel), Universidad Technologica Nacional (Argentina), Tsinghua University (P. R. of China), and Hebei University of Technology (P. R. of China). Isak’s work has also included the delivery of many essential 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—7 years of child and adolescent creativity (TRIZ) education in his native Latvia. It was a long way from a team of 12-year-old students to a specialized TRIZ K11 elementary-middle-high school of Lomonosov name in Riga. e-mail: [email protected]

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The Ideas of TRIZ

In this chapter, we will explore the main ideas of TRIZ (The Theory of Inventive Problem Solving). TRIZ is a science and philosophy for new system creation and existing system (in science-education-business-industry-services) development and related problem-solving. TRIZ helps to create the best possible solutions for even the most critical problems. Genrich Altshuller and his many followers created TRIZ by using the best practices of thousands of most talented engineers and scientists, which made our technological civilization. As a life philosophy, TRIZ will help realize each member of our society's privilege and obligation to be a creative person and live a successful, happy, and creative life. TRIZ is the best we have today on our Planet for industry, technology, science, and education development. Objectives By the end of this unit, participants will be able to 1. Discuss and interpret problems about human society development and evolution. 2. Understand and explain the role of creativity and imagination in human society development. 3. Understand the TRIZ as a science for system (technology) evolution. 4. Explain the structure of TRIZ. 5. Understand the main benefits of TRIZ.

© Shanghai Jiao Tong University Press and Isak Bukhman 2021 I. Bukhman, Technology for Innovation, Management for Professionals, https://doi.org/10.1007/978-981-16-1041-7_1

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1.1

The Ideas of TRIZ

How TRIZ Started

Our experiences help us live our lives. We share these experiences with our children. Animals do the same. Elders are respected in societies around the globe. They are the keepers of custom and tradition. They know from experience the patterns of many life events and answers to problems relevant to those events. All of us should be equipped with such knowledge to prepare for life’s new situations and solve life’s problems. Unfortunately, our typical life experiences hold only Standard Solutions for the conditions we meet. Life also provides us with many unusual situations without clear answers or solutions. Moreover, life does not always forgive mistakes. Even a few wrong decisions could potentially harm or even destroy us. Now let us consider an important question: Is this continuum of life experiences a result of evolution and creativity, or ….?

We have definite positive answers to this question. Any existing system is a result of evolution through earlier systems—and development cannot be stopped. Also, creativity cannot be entirely excluded from the process of human evolution. Evolution advances primarily through a succession of trials and errors with a strange balance between positive and negative results. Human society pays a huge price for the side effects of such trial-and-error evolution: millions of people killed or disabled, and millions suffering from hunger or painful and fatal illnesses. Why do we find ourselves in such a situation, and what can we do to improve it?

It is a widespread, highly debated question, and we are not yet ready to generate a complete answer. We can suggest with some confidence that technology is part of civilization, if not wholly, responsible for why most of us are not happy and healthy. Therefore, the sub-topic of our discussion will be technology. Technology has two sides. The positive side makes our life easier and more comfortable. The negative side destroys the environment and its ecosystems. It is fundamentally a question of life or death. Consequently, technology should exist to make our lives easier and more comfortable and not exist to save our environment. Here, the non-technological world should be considered as an exciting alternative. Now is the time to ask the same question we asked about human society: Is technology a process of evolution and a product of creativity?

We have definite answers to both parts of this question—technology is a process of evolution and a product of creativity. However, if this is so, there is something wrong here: Why are we not happy with technology? One answer could be that the speed of technological evolution is plodding, while the presence of creativity is limited. All our best inventions—those that have shaped, developed, and provided qualitative changes in technology—have been made by a handful of bright minds and happen only occasionally.

1.1 How TRIZ Started

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Can we increase the speed of the evolution of technology as we increase creativity for producing inventions?

More than 60 years ago, one young man formulated this question. Genrich Altshuller was born in the former Soviet Union in 1926. At the age of 14 years, he created his first invention for improving equipment for scuba diving. His hobbies led him to pursue a career as an engineer. In the 1940s, he served in the Soviet Navy as a patent expert. His job was to help inventors apply for patents. He found that he was often asked to assist in solving problems as well. His curiosity about problem-solving pushed him to find tools to help this process. His next formulated question was fundamental. Is it enough to use more creativity and imagination for the accelerated production of useful inventions?

The answer was negative—It is perfect and helpful to have and use creativity and imagination. However, it is not enough for effectively and efficiently creating high-quality inventions in a timely way. The next question immediately appeared—What else do we need to create critical inventions if creativity and imagination as a combination of talents, skills, and education are not enough? To find answers, young Genrich started to analyze patents to find how inventors created inventions. He was lucky because technology can be chronicled through patents, where we can find details about inventions. It is a significant difference between nature and technology. Nature was not created and developed by people (with a few exceptions). We do not have “patents” for “inventions” in nature (so far), and we are not able to find all the answers on how nature was created. Technology has been designed and developed by people and, starting centuries ago, has been described in patents. Through analyzing patents, we can find answers about how thousands of developers and scientists solved complicated problems and created great inventions from the steam engine to lasers and the Internet. Now, Altshuller had an answer—To have a complete science of technology evolution, we should use the experiences of thousands of the best inventors and scientists. Since that time (1946), the life of Genrich Altshuller (Fig. 1.1) was changed forever. This study of inventions became a starting point for creating the Theory of Inventive Problem Solving (TRIZ is a Russian acronym for “The Theory of Inventive Problem Solving”—Teopия Peшeния Изoбpeтaтeльcкиx Зaдaч). Over the following years, Altshuller screened over 200,000 patents looking for solutions and analyzing their creation methods. Of these, only 40,000 had inventive solutions. The rest were minor improvements. Altshuller defined an Inventive problem as one in which one parameter change conflicted with another parameter (or other parameters) of the product or process. Altshuller called this conflict a System Contradiction.

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The Ideas of TRIZ

Fig. 1.1 Russian engineer and scientist Genrich S. Altshuller (October 15, 1926– September 24, 1998) founded TRIZ in 1946

Altshuller defined the 39 most often used parameters that cause System Contradiction in thousands of problems, products, and processes. He found that the same problems had often been solved repeatedly using one of about 40 fundamental Inventive Principles. Solutions could have been discovered more quickly and efficiently. So Altshuller created the Matrix of System Contradictions for selecting the correct Inventive Principles to resolve a given System Contradiction. Thus, the first workable tool of TRIZ was designed.

1.2

Structure of TRIZ

In the following years, other TRIZ elements were defined, and by the 1980s, the structure of TRIZ was fully completed (Fig. 1.2). The Laws of System Evolution (Chap. 3). Through initial research and later work that reinforces this original research, TRIZ recognizes System Evolution's Laws as a set of rules for the existence, operation, and change of systems. The Laws of System Evolution are the primary part of TRIZ and, as such, are the basis for the development of all other TRIZ elements. System Contradictions and Inventive Principles (Chap. 6). In any human-created systems, contradictions are the differences between system parameters. Altshuller called these parameter differences System Contradictions. He found the 39 most often used parameters that cause System Contradictions. Usually, the same problems were solved repeatedly using one of about 40 groups of fundamental Inventive Principles. To find which of these Inventive Principles to use

1.2 Structure of TRIZ

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Fig. 1.2 Structure of TRIZ

for a given System Contradiction, Altshuller created a Matrix of Contradictions. Altshuller Matrix helps you select combinations of conflicting parameters and reveals the Inventive Principles for resolving these combinations. Physical Contradictions and Separation Principles (Chap. 7). Defining the System Contradiction and reviewing the associated Inventive Principles will supply some solution concepts. However, we do not stop there, even when we have already found a good idea. Instead, we begin to analyze individually each of the conflicting parameters that have created the System Contradiction. Which parameter should we analyze first? It depends on the conditions and requirements of the given case. If a problem exists, it will be a conflict between different values of a selected parameter. This conflict within one parameter is a Physical Contradiction. It is recommended to use all five Separation Principles for resolving any Physical Contradiction: 1. 2. 3. 4.

Separation of conflicting values of a parameter in time. Separation of conflicting values of a parameter in space. Separation of conflicting values of a parameter under different conditions. Separation of conflicting values of a parameter on the system and subsystem levels. 5. Separation of conflicting values of a parameter on the system and super-system levels.

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The Ideas of TRIZ

System of Standard Solutions (Chap. 12). There are millions of different problems among the thousands of different systems in the various 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 graphical models being possible solutions. That is the main idea of Standard Solutions, and every Standard Solution is one of such pairs of graphic models. The System of Standard Solutions is a TRIZ tool for solving similar, standard problems and very complicated problems. Standard Solutions are not related to specific technology areas and help transfer effective solutions from one branch of technology to another. Altshuller and his TRIZ team found and documented 76 Standard Solutions and organized them into five distinct classes. Algorithm for Inventive Problem Solving—ARIZ-85C (Chap. 14). ARIZ-85C is the Russian acronym for “The Algorithm for Inventive Problem Solving.” ARIZ-85C, the primary element of TRIZ, is a set of sequential, logical procedures for analyzing the initial problem situation to create the most effective solutions by using the fundamental concepts and methods of TRIZ. ARIZ-85C performs four significant functions in TRIZ: 1. Supplies a way to use TRIZ elements as a system to create the best possible solutions to a problem. 2. Acts as a TRIZ part manager by showing us after which step of problem analysis, we are ready to use the different elements of TRIZ. 3. Develops an analytical algorithm for the human brain (not for computers) that gently guides us from the initial problem statement to elegant and innovative solutions. 4. It makes us more creative and innovative while it helps us avoid psychological inertia, the greatest enemy of problem-solving. Scientific Effects (Chap. 10). Using Scientific Effects and phenomena for problem-solving has been a much-respected element of TRIZ since its start. Its use in TRIZ has become even more critical in our modern times of fast-growing technology and problems relating to natural resources and the environment. The Scientific Effects and a unique Functional Navigation system support developers and inventors in creating innovative and patentable solutions. Often, we need combinations of effects from different sciences. Creative Imagination Development (Bukhman 2012). Creative imagination development prepares people for the creation and acceptance of advanced, crazy, and fantastic concepts and systems.

1.2 Structure of TRIZ

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Creative Person Development (Bukhman 2012). Each member of our society has a privilege and obligation to put their efforts into human civilization development. A creative person development program helps us prepare for such a life.

1.3

Benefits of Using TRIZ

• TRIZ is a natural amplifier of people's talents, knowledge, and experience. Everything that we are doing and will do in our life and any decision that we make will be better and more effective when we use TRIZ. TRIZ changes the people that learn and use it. They become more inventive and creative. • TRIZ lowers the complexity of problems from the highest level to the simple question (Fig. 1.3). • TRIZ increases the speed of system development and evolution (Fig. 1.4). It is a primary global function of TRIZ because technological change reflects and propels our civilization's evolution.

Fig. 1.3 TRIZ lowers the complexity of the problems

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The Ideas of TRIZ

Fig. 1.4 Increasing the speed of system development and evolution is a primary global function of TRIZ

• On average, an engineer makes 10–100 trials to find solutions for simple problems and thousands of trials to find solutions for complicated problems. It takes months and often years to solve some problems. TRIZ reduces the number of attempts needed to find the most effective solution for a selected problem by 10–1000 times. Correspondingly, TRIZ minimizes the time required to bring these solutions into being (Fig. 1.5). • TRIZ does not have limitations in its application. It can be applied to any problem, develop an existing system, and create any new system. • Potentially, TRIZ has only one limitation, the limitations of the physical world. Even in this situation, TRIZ can help find a way to overcome scientific constraints. • TRIZ breaks psychological inertia, the main Innovation Killer!

Reference

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Fig. 1.5 TRIZ reduces the time and number of trials needed to create the most effective solutions for selected problems

Reference Bukhman, I. (2012). TRIZ technology for innovation. Taiwan: Cubic Creativity Company.

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The Multi-screen Vision of System Evolution

In this chapter, we will explore the multi-screen vision of system evolution. Genrich Altshuller (Altshuller 1984, 1996) used different perspectives to approach a project, reflecting different depths to which individuals might engage their imagination for problem-solving. Altshuller described these various perspectives as screens on which the human imagination could describe the project and then project alternatives. The distribution of these screens through a hierarchy of systems and over time reflects different ways of thinking about a project, from ordinary to genuinely inventive. Altshuller also used this approach to illustrate what is needed for successful project creation and comprehensive forecasting of a system’s evolution. Requirements of present and future super-systems and output functions of the present system are compared to find differences between those systems and the project system and define the project's specific requirements. These four flashing lights (screens) firing in our imagination create the project's right specification requirements. Creative thinking has six flashing lights (screens): two at the subsystem level (one in the present and one in the future), two at the system level (one in the present and one in the future), and two at the super-system level (one in the present and one in the future). These different perspectives offer enough opportunity for successful project creation. If we add three more screens (past super-system, past system, and past subsystems) to the existing six, we have nine screens. This nine-screen vision fully engages the imagination and supplies a clear vision of any system’s evolution. Objectives By the end of this chapter, participants will be able to 1. Understand and explain the multi-screen vision of system evolution. 2. Understand and explain a four-screen vision of system evolution as a useful tool for specification requirements. 3. Define super-systems and subsystems in the present, past, and future for some of the systems. © Shanghai Jiao Tong University Press and Isak Bukhman 2021 I. Bukhman, Technology for Innovation, Management for Professionals, https://doi.org/10.1007/978-981-16-1041-7_2

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The Multi-screen Vision of System Evolution

A One-Screen Vision of System Evolution—Ordinary Thinking

To begin, we must first select a subject for our project. The subject could be a cell phone, microchip, car, molecule, and service. We call this subject a system. This system is our starting point for analyzing the initial situation in the present, the first step of any project. If we continue to work only with this selected system, our understanding of the subject will not be expansive enough for successful project development. We call such a narrowly defined perspective of ordinary thinking— only one light is flashing in our imagination (Fig. 2.1). It is not enough for significant, successful project development. Note: The initial system is highlighted with a triple border during the analysis of interactions between the system and the super-systems.

2.2

A Four-Screen Vision of System Evolution— Specification Requirements

A system is the subject of a project that must be changed to satisfy the user or customer's requirements. However, the system also includes larger systems where our initial system is a component, the environment where our system is used, and the technology that produces our system. We call all such sources of requirements the super-system of our subject or initial system. Therefore, to define what should be changed in the given system, we need to compare system output functions, values, and qualities with the super-system's requirements. The difference between our system output functions and the super-system requirements supplies a precise answer to what needs to be changed in our system (Fig. 2.2) (Bukhman 2012). Fig. 2.1 One screen (ordinary thinking) focuses only on the project system and the defined subject to be changed by the project (Only one perspective is being considered—only one light flashes in the imagination.)

2.2 A Four-Screen Vision of System Evolution—Specification Requirements

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Fig. 2.2 Present and future super-system requirements and output functions of the existing system are compared on the left, and the differences are shown in the rounded boxes. On the right, the proposed system’s output functions (not yet designed) are coordinated with the super-system requirements

Keep in mind that the system to be developed should satisfy the present super-systems and future super-system requirements. In the ideal case, developed system production should be coordinated with the timeframe between the present super-system and future super-systems. Therefore, when considering the future system and the present and future super-systems, three more screens offer three more perspectives on the initial project. Three more lights are now flashing in our imagination (Fig. 2.3).

2.3

A Six-Screen Vision of System Evolution—Creative Thinking

We must define two more screens of feeling to show opportunities for changing the system to change the required outputs. It can be done by making changes to the components of the system and affecting different interactions. We call these system components subsystems. Consideration of these subsystem components in the initial system and the proposed system gives us two more screens (Fig. 2.4).

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Fig. 2.3 Four flashing lights (screens) fire our imagination, creating complete specification requirements for our project’s subject

Fig. 2.4 Creative thinking has six flashing lights (screens) and is enough for successful project creation

2.4 A Nine-Screen Vision of System Evolution—Engaged Imagination

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A Nine-Screen Vision of System Evolution—Engaged Imagination

If we add three more screens describing the past super-system, past system, and past subsystems, we have nine screens, nine perspectives that expand our understanding of the system. Genrich Altshuller called this nine-screen vision or genius imagination (Fig. 2.5). We are translating this full-throttle view of creativity as “engaged imagination.” Of course, there could be more than nine screens. We can analyze multiple layers of time in the past or the future. By doing this, we create a clear vision of the system’s evolution. Homework Assignments Please define super-systems and subsystems in the present, past, and future for one of the following systems (Exercises 2.1  2.6). The instructor will select one of these systems individually for each of the learners. Exercise 2.1 Exercise 2.2 Exercise 2.3 Exercise 2.4 (Fig. 2.9). Exercise 2.5 Exercise 2.6

Battle tank (Fig. 2.6). Orchestra (Fig. 2.7). Tree (Fig. 2.8). System of kids’ education in any country by the reader choice The management system of any company (Fig. 2.10). System of the reader choice.

Fig. 2.5 The engaged imagination has nine flashing lights (screens) and comprehensively describes a system’s evolution

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Fig. 2.6 Battle tank

Fig. 2.7 Orchestra

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The Multi-screen Vision of System Evolution

2.4 A Nine-Screen Vision of System Evolution—Engaged Imagination Fig. 2.8 Tree

Fig. 2.9 System of kids’ education

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The Multi-screen Vision of System Evolution

Fig. 2.10 Management system

References Altshuller, G. S. (1984). Creativity as an exact science. New York, NY: Gordon and Breach. Altshuller, G. S. (1996). And suddenly, the inventor appeared. Worcester, MA: Technical Innovation Center. Bukhman, I. (2012). TRIZ technology for innovation. Taiwan: Cubic Creativity Company.

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Laws of System Evolution and Development

This chapter will explore the main ideas of the Laws of System Evolution and Development (Altshuller 1984; Bukhman 2012). When talking about evolution and development, we do not recognize a difference between natural systems and artificially created systems. However, if we compare these two different groups of systems directly, we find two significant differences: 1. Different “designers.” It is beyond our reach to definitively track the lines of evolution in natural systems. 2. Different levels of perfection Natural systems, by definition, are ideal systems. They were created from nothing in our understanding. They use only already existing resources to existing and evolving. Everything that our civilization has created over thousands of years is an attempt to copy something from nature. It is the main reason artificially created systems are so far from becoming ideal systems (Figure 3.1). When we talk about artificially created systems, we talk about trends, evolution, and development laws. It is how we can better understand, explain, and predict (as we strive to create a perfect system) the evolution of artificially created systems. Most of the Laws of Artificial Systems Evolution were copied from the visible laws of natural systems’ evolution (more precisely, from the principles of how natural-biological systems develop). However, as the designers of artificially created systems, we can control these systems’ development and evolution through these laws’ applications.

© Shanghai Jiao Tong University Press and Isak Bukhman 2021 I. Bukhman, Technology for Innovation, Management for Professionals, https://doi.org/10.1007/978-981-16-1041-7_3

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Fig. 3.1 This grasshopper model (Museum of Science, Boston, MA) is 50 times the real grasshopper's length. Notice the hind leg's powerful muscle that can snap back, allowing the natural insect to jump more than 100 times its size. Can the reader imagine jumping more than 100 times the average height of a man, 500–600 feet (160−200 m)?

Through initial research and later work that reinforces this original research, TRIZ recognizes System Evolution's Laws as a set of rules for the existence, operation, and change of systems. The Laws of System Evolution are the primary part 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 straightforward and clear. 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 design. The analytical tools of TRIZ (ARIZ-85C, the System of Standard Solutions, Inventive and Separation Principles, the Scientific Knowledge Database) 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 (Fig. 3.2). Objectives By the end of this chapter, participants will be able to 1. Define the four major parts (engine, transmission, working unit, and control unit) for systems, which perform four principal functions for a workable system. 2. Understand and explain that synchronization of a system's parameters is necessary for the existence of any effective system. 3. Define the pairs of synchronized parameters for systems. 4. Understand and explain the law of the increasing degree of ideality as the system evolution's primary direction.

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Laws of System Evolution and Development

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Fig. 3.2 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 systemr

5. Describe the ideal image for the systems. 6. Understand and explain the transition from mono-system to bi- and poly-systems. 7. Understand and explain the transition to micro-level and the transition to more flexible systems. 8. Understand the process of system development and evolution.

3.1

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.

3.1.1 The Law of System Completeness This law states that a workable system must include four principal parts performing four principal functions (Fig. 3.3). The presence of four principal components is a formal requirement. The most important is the requirement of four principal functions in the system. It could mean four parts and four corresponding functions. It could mean three parts and four corresponding functions when one of the parts

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Fig. 3.3 Four principal parts and corresponding functions are necessary for a workable system

Fig. 3.4 Four principal parts and corresponding functions are necessary for workable archery

performs two functions. It could also mean two, one, or even zero parts and four corresponding functions. Example 3.1 Archery (Fig. 3.4). Example 3.2 Automobile manual brake (Fig. 3.5). Example 3.3 Tree (Fig. 3.6).

3.1 The First Group of Laws

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Fig. 3.5 Four principal parts and corresponding functions are necessary for a “workable” automobile manual brake

Fig. 3.6 Four principal parts and corresponding functions are necessary for a “workable” tree

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3 Laws of System Evolution and Development

3.1.2 The Law of Shortening the Flow of Energy Through a System This law states that systems evolve to shorten energy passage through the system (from the engine to the working units). It means that the system does not include transmission (Fig. 3.7). The engine is directly connected to the working unit. Example 3.3 Eugene's scooter (Fig. 3.8).

3.1.3 The Law of Synchronization/Timing of the Parameters of a System This law states that the necessary condition for any effective system is the coordination of related parameters. We live in a world of synchronized parameters. Otherwise, our universe, planet, civilization, nature, systems, and selves could not be created or developed. Synchronized parameters mean a balance between components of everything in a system at any level. Example Example Example Example Example

3.4 3.5 3.6 3.7 3.8

Legs and shoes (Fig. 3.9). Galina, her clothes, and shoes (Fig. 3.10). Synchronized massage (Fig. 3.11). Breathing toy (Fig. 3.12). Synchronizing device for machine gun.

Fig. 3.7 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

3.1 The First Group of Laws

25

Fig. 3.8 This scooter 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)

Fig. 3.9 The size of the legs and the size of the shoes are synchronized

The Fokker Eindecker was the first plane (World War I, summer of 1915) to effectively employ a fixed, forward-firing machine gun that was synchronized with the engine so that the bullets passed between the blades of the revolving propeller. Previous designs allowed firing through the propeller only with deflectors mounted on the propeller. Unfortunately, these deflectors did not always deflect the bullets. Diagram of Anthony Fokker’s machine gun synchronization gear designed to fire the gun (Fig. 3.13):

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Fig. 3.10 The shape and size of Galina are synchronized with the style and size of her clothes. The style and colors of her clothes are synchronized with the style and color of her shoes

• • • • • • •

The handle is pulled ① Which lowers the cam follower onto the cam wheel ② When the cam raises the follower, the road is pushed against the spring ③ When the pilot presses the firing button ④ Inside the breech block, the cable lowers the bridge piece ⑤ So that when the rod is activated by the cam ⑥ ! ② ! ③ ! ⑤ ! ⑦ The trigger bar is pushed ⑧, and the gun fires ⑨

3.1 The First Group of Laws

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Fig. 3.11 Medical mud is substituted for gas in a chamber. An electromechanical transducer that senses heartbeats is connected through a pulse amplifier to a diaphragm pump. The pressure output of the diaphragm to the chamber is pulsed in synchrony with the heartbeats. It stimulates the inflow and outflow of blood in the body

Fig. 3.12 A newborn baby may sometimes start breathing irregularly, which may lead to disability or death. A proposed solution to regulate infant breathing suggests a toy bear that “breathes” with a preset rhythm. The properly “breathing” toy attunes the child to the correct rhythm

Example 3.9 Persistence of vision. When the retina of the eyes is excited by light, it sends impulses to the brain, which are interpreted as an image by the brain's visual cortex. The cells of the retina continue to send impulses even after the incident light is removed. It continues for a few fractions of a second until the retinal cells return to normal. For that short

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Fig. 3.13 Diagram of Anthony Fokker’s machine gun synchronization gear designed to fire the gun (https://en.wikipedia.org/wiki/Image:Interrupter_gear_diagram_en.png#file)

interim, the brain continues to receive impulses from the retina and hence seems to perceive an image of the source of light, giving rise to the phenomenon called persistence of vision. The movie camera is a type of photographic camera that takes a rapid sequence of photographs on film. Once developed, this film can be projected as a motion picture. In contrast to a still camera, which captures a single snapshot at a time, the movie camera takes a series of images called frames. It is accomplished through an intermittent mechanism. The frames are later played back by a movie projector at a specific speed called the frame rate (number of frames per second) to give the illusion of motion. Because of the persistence of vision, our eyes and brain merge the separate pictures to generate the illusion of movement. The persistence of vision can be synchronized with the frame rate to create the illusion of motion. The standard frame rate for commercial film is 24 frames per second (fps). Thanks to the persistence of vision, the entertainment industry (movies, TV, electronic displays, and laser light shows) transitioned from live performances to recordable entertainment.

3.2

The Second Group of Laws

There are three laws in the second group specifying the conditions of system development independent of technological and physical factors: • The law of the increasing degree of Ideality. • The law of non-uniform evolution of subsystems (system components), creating System Contradictions. • The law of transitioning to a super-system.

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29

3.2.1 The Law of Increasing Degree of Ideality It is the first law of the evolution of systems. It says that systems evolve in the direction of an increased level of Ideality. Throughout its lifetime, any system tends to become more reliable, simple, effective, and perfect, including but not limited to. • • • •

Increasing the number of functions. Transferring functions to the working parts. Transferring functions to a super-system. Utilizing internal and external resources already available to the system.

In the 70s, Genrich Altshuller created three basic requirements for the ideal system: • Requires no energy to operate. • Requires no cost to produce. • Requires no space. We can modify these requirements for today’s conditions (Fig. 3.14): • • • • •

Requires no energy to produce and operate. Requires no cost of product throughout its life cycle. Requires no space. Requires no time from concept to market. The system has consistently high quality.

Fig. 3.14 Today’s requirements for the ideal system

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Fig. 3.15 More useful functions and fewer specially created components mean a higher level of ideality

In the ’80s, Igor Vertkin (one of Altshuller's students) proposed calculating the ideality level (Fig. 3.15). Example 3.10 Syringe (Fig. 3.16). Example 3.11 Halogen-cycle lamps (Fig. 3.17). In a regular bulb, the high incandescent filament temperature evaporates the tungsten atoms, and the filament quickly becomes thin and burns out. Halogen-cycle lamps decrease the evaporation rate by using self-restoration technology. Halogen-cycle lamps are incandescent lamps that use a bromine gas (bromine is one of the halogens) and tungsten filaments. Tungsten atoms

Fig. 3.16 A syringe performs one function, which is to deliver medicine into a body through the skin. A glass syringe has five components and performs one function (level of ideality is 0.20). A plastic syringe has three components and performs one function (level of ideality is 0.33). A tube syringe has two components and performs one function (level of ideality is 0.50). A needled syringe has one part and performs one function (level of ideality is 1.00)

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Fig. 3.17 On the right, a halogen-cycle lamp decreases the evaporation rate by using self-restoration technology

evaporated from the filament react with the bromine molecules to form tungsten bromide particles (1). If the glass (quartz) wall is above 250 degrees centigrade, the tungsten bromide particles will not adhere to the glass. They continue to circulate in the hot gas envelope by convection current. When they come close to the hot filament, the particles are reduced back to tungsten metal and are randomly redeposited onto the filament, thereby releasing the bromide vapor (2). The whole process then repeats itself. Example 3.12 Turbojet engine with a built-in CO2 laser (Fig. 3.18). Conventional missile defense methods are expensive and do not guarantee protection against missiles. One proposal combines a powerful CO2 laser with a plane turbojet engine. A pair makes the powerful laser of mirrors mounted inside the engine exhaust. A third mirror deflects the generated laser beam to the engine's heat trace. Missiles moving in the heat trace will inevitably cross the laser beam path and be destroyed. Example 3.13 Batteryless Remote Controller (Fig. 3.19). The batteryless remote controller supplies remote control for home appliances that do not require batteries using a piezoelectric effect. Specifically, using the power generated by the vibration when you press a button, without batteries, power the TV ON/OFF, volume control, and channel/switch operations to achieve input.

32 Fig. 3.18 The exhaust of the turbojet engine “feeds” the laser for free

Fig. 3.19 Batteryless remote controller (https://technabob. com/blog/wp-content/ uploads/2009/11/nec_ batteryless_remote1.jpg)

3 Laws of System Evolution and Development

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3.2.2 The Law of Non-uniform Evolution of Subsystems (System Components), Creating System Contradictions This law states that different subsystems (parts/components) evolve at different rates throughout the system's lifetime. It causes the appearance and development of System Contradictions. We elaborate on this law in Chap. 5 of this book.

3.2.3 The Law of Transitioning to a Super-System This law states that systems, throughout their lifetimes, evolve in the general direction of a mono-system to a bi- or poly-system, or a combination of different systems. Transitioning from a mono-system to a bi- or poly-system. The idea of this transition is elementary to understand. One system is a mono-system. Two identical systems are a bi-system. A combination of more than two similar systems is a poly-system. We can create useful concepts and new features using these simple transitions, as proved in the following examples. Example Example Example Example Example

3.14 3.15 3.16 3.17 3.18

Wood pole carrier (Fig. 3.20). Tidal stream turbines (Fig. 3.21). Japanese roofs (Fig. 3.22). Razor blades (Fig. 3.23). Airplane engines (Fig. 3.24).

Combining different systems. Any product with more than one component combines different systems (if components are not similar systems). Example Example Example Example

3.19 3.20 3.21 3.22

Aircraft carrier (Fig. 3.25). Cell phone (Fig. 3.26). An atom (Fig. 3.27). A bridge-tunnel transportation system (Fig. 3.28).

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Mono-carrier

Bi-carrier

Fig. 3.20 The combination of two elephants works much better

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35

Fig. 3.21 Tidal stream turbines are placed in tidal streams to produce electrical energy. The transition from mono-turbine to bi-turbine and poly-turbine reduces the overall cost of generated electrical energy

Fig. 3.22 Concepts of system evolution were understood thousands of years ago in Japan, as seen in the transition from a traditional single roofed building to the successive bi- and poly-roofed buildings

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Fig. 3.23 Three, four, and five blades per razor have been a beneficial transition in razor evolution from one to two, three, four, and five blades per razor. Could there be more blades to a razor in the future?

Fig. 3.24 The transition from one engine per plane to eight engines per airplane

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Fig. 3.25 The aircraft carrier is an effortless combination of airplanes and ships, but it is a beneficial and powerful combination

Fig. 3.26 The cell phone, which initially was only able to send and receive sound communications, is now commonly a combination of at least four systems: telephone, video camera, photo camera, and TV

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Fig. 3.27 An atom is a combination of three different systems: protons, neutrons, and electrons

Fig. 3.28 The bridge-tunnel transportation system combines the two transportation systems for crossing water: a supported span and a tunnel. This idea is used for the bridge tunnel, directly linking Southeastern Virginia and the Delmarva Peninsula of the mid-Atlantic United States

3.3 The Third Group of Laws

3.3

39

The Third Group of Laws

There are two laws in the third group, specifying a system’s development under the influence of technological and physical factors: • The law of transitioning to the micro-level. • The law of increasing the controllability/flexibility of a system (law of dynamism).

3.3.1 The Law of Transitioning to the Micro-Level This law states that systems evolve in the general direction of fragmentation of their components (that is, fragmentation of a system's working units). There are two main ideas to this law. The guidance and control of parameters becomes more effective and flexible at the transition from macro- to micro-states of substance (Fig. 3.29). Note: The author includes field as a last available state of substance because of his hypothesis that any field, like light, has a dual nature. In other words, it has properties of both field and substance. Below are some examples of the transition from macro- to micro-states of substance: Example 3.23 Cutting tool (Fig. 3.30). Example 3.24 Vehicle wheels (Fig. 3.31). Systems performing the same functions become smaller and more ideal by using the transition from macro- to micro-states of substance. Systems may keep the same dimensions as they evolve. In this case, a system performs more functions with high quality, become more productive, and consumes less energy. Example 3.25 Keyboards. An optical keyboard performs the same functions as a traditional keyboard; however, the visual keyboard is smaller and consumes less energy (Fig. 3.32). Example 3.26 Personal computers (Fig. 3.33).

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Fig. 3.29 The trend of transitioning from macro- to micro-states of substance

Fig. 3.30 A cutting tool’s transition from monolith state to field state

Fig. 3.31 Wheels and the working units of modes of transportation transitioning from monolith state to field state

3.3 The Third Group of Laws

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Fig. 3.32 A regular keyboard on the left and an optical keyboard, which performs the same function, on the right

Fig. 3.33 A quick comparison of two computers

3.3.2 The Law of Increasing Controllability/Flexibility of a System (Law of Dynamism) A system's evolution is directed toward increasing controllability, from rigid to flexible structures and fixed to adjustable parameters. Systems having rigid elements are less adaptable to changing operating conditions. Developers try to make rigid elements more flexible and more dynamic. Joints are incorporated into rigid designs, their number increases, and a transition to a flexible system is developed.

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Fig. 3.34 The trend of transitioning from rigid to flexible structures

Figure 3.35. A single, solid panel door transitioning to various flexible structures

Implementation of system elements at the molecular and field levels provides maximum flexibility. The trend of transitioning from rigid to flexible structures is shown in Fig. 3.34. Example Example Example Example Example

3.27 3.28 3.29 3.30 3.31

Door (Fig. 3.35). Adjustable gates (Fig. 3.36). Eugene’s foldable RoboScooter (Fig. 3.37). Flexible hanger on the subway train in Hong Kong (Fig. 3.38). Tiltrotor plane (Fig. 3.39).

3.3 The Third Group of Laws

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Fig. 3.36 Flexible gates in Shanghai and other cities of the People's Republic of China

Fig. 3.37 A foldable RoboScooter (picture used with permission of San Yang Industry, Co., Ltd, Taiwan)

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Fig. 3.38 Flexible hanger

Fig. 3.39 Tiltrotor plane

Homework Assignments. 1:1. Define the four major parts (engine, transmission, working unit, and control unit) for one of the following systems (Exercises 3.1  3.10). An instructor will select one of these systems individually for each of the learners.

3.3 The Third Group of Laws

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Fig. 3.40 Battle tank

Exercise Exercise Exercise Exercise Exercise Exercise Exercise Exercise Exercise Exercise

3.1 Battle tank (Fig. 3.40). 3.2 Candle (Fig. 3.41). 3.3 Electric light bulb (Fig. 3.42). 3.4 Universe (Fig. 3.43). 3.5 Management system (Fig. 3.44). 3.6 Advertising system (Fig. 3.45). 3.7 Painting (Fig. 3.46). 3.8 Family (Fig. 3.47). 3.9 Lotus flower (Fig. 3.48). 3.10 A man (Fig. 3.49).

1:2. Define the pairs of synchronized parameters for one of the following systems (Exercises 3.11  3.19). An instructor will select one of these systems individually for each of the learners. It is proposed to use the following sequence of steps for creating the pairs of synchronized parameters: 1. Create a list of parameters for the given system. 2. Select the first parameter of the created list of parameters. 3. Define with which of the remaining parameters the selected parameter should be synchronized. 4. Repeat steps 2 and 3 for other parameters. Sometimes the reader can define pair(s) of synchronized parameters without performing the steps mentioned above.

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Fig. 3.41 Candle

Fig. 3.42 Electric light bulb

3 Laws of System Evolution and Development

3.3 The Third Group of Laws

Fig. 3.43 Universe

Fig. 3.44 Management system

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Fig. 3.45 Advertising system (nose hair trimmer is advertised as an example)

Fig. 3.46 Picture

3.3 The Third Group of Laws

Fig. 3.47 Family

Fig. 3.48 Lotus flower

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Fig. 3.49 A man

Example: Steam locomotive (Fig. 3.50). 1. Create a list of parameters for the steam locomotive: 1:1. 1:2. 1:3. 1:4. 1:5. 1:6. 1:7. 1:8. 1:9.

Power of engine. Friction between wheels of the locomotive and rails. Tractive effort. Number of axles. Pulling load. Fuel (coal) consumption. Speed. Acceleration time. Breaking time.

2. Then select the first parameter of the created list of parameters: Power of engine. 3. Define with which of the remaining parameters the selected parameter should be synchronized:

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Fig. 3.50 Steam locomotive

Power of engine\[ tractive effort \[ pulling load \[ fuelðcoalÞconsumption \[ speed \[ accelerating time Exercise Exercise Exercise Exercise Exercise Exercise Exercise Exercise Exercise

3.11 3.12 3.13 3.14 3.15 3.16 3.17 3.18 3.19

Transportation system (Fig. 3.51). Race motorbike (Fig. 3.52). Chiropractor mailbox (Fig. 3.53). Space-shuttle transportation (Fig. 3.54). The pipe organ (Fig. 3.55). Management system (Fig. 3.44). Electric light bulb (Fig. 3.42). Candle (Fig. 3.41). Orchestra (Fig. 3.56).

1:3. Describe the ideal image for one of the following systems (Exercises 3.21  3.23). Sketch or a simple picture of an ideal image would be very helpful. The instructor will select one of these systems individually for each of the learners. Exercise 3.21 Electric light bulb (Fig. 3.42). Exercise 3.22 Space shuttle (Fig. 3.57). Exercise 3.23 Home (Fig. 3.58).

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Fig. 3.51 Transportation system

Fig. 3.52 Race motorbike (https://www.101expert.com/newbikewood.jpg)

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Fig. 3.53 Chiropractor mailbox (https://www.joe-ks.com/archives_aug2005/ChiropractorMailbox. htmg)

Fig. 3.54 Space-shuttle transportation

54 Fig. 3.55 Pipe organ

Fig. 3.56 Orchestra

3 Laws of System Evolution and Development

3.3 The Third Group of Laws

Fig. 3.57 Space shuttle

Fig. 3.58 Home

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1:4. Explain the transition from mono-system to bi- and poly-systems for one of the following systems (Exercises 3.24  3.28) and describe new features derived from the transition. The instructor will select one of these systems individually for each of the learners. Exercise Exercise Exercise Exercise Exercise

3.24 3.25 3.26 3.27 3.28

A A A A A

man. dollar. company. book. soldier.

References Altshuller, G. S. (1984). Creativity as an exact science. New York, NY: Gordon and Breach. Bukhman, I. (2012). TRIZ technology for innovation. Taiwan: Cubic Creativity Company.

4

Stages of System Evolution

In this chapter, we will explore the main ideas of the stages of system evolution. Genrich Altshuller defined four major system evolution stages (Fig. 4.1) (Altshuller 1996; Bukhman 2012). 1. The first stage is the selection of parts from existing systems for the new system. 2. During the second stage, these selected parts are developed specifically for the new system. 3. The third stage is the dynamization of the system. 4. The fourth stage is characterized by a transition to self-control and self-develop of the system. Objectives By the end of this chapter, participants will be able to 1. Understand and explain four significant stages of system evolution. 2. Define the proper stage of evolution for different systems.

4.1

The First Stage of System Evolution—New System Creation

There are three essential steps in the creation of a new system (Fig. 4.2). First step: Define the primary function of the new system and the object of this function.

© Shanghai Jiao Tong University Press and Isak Bukhman 2021 I. Bukhman, Technology for Innovation, Management for Professionals, https://doi.org/10.1007/978-981-16-1041-7_4

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Fig. 4.1 Stages of system evolution

Fig. 4.2 The three significant steps in the new system creation

Example 4.1 The first self-moving vehicle, the fardier à vapeur (steam wagon), created by French inventor Sir Nicolas-Joseph Cugnot A self-moving vehicle is needed to transport heavy artillery cannons. “To transport heavy artillery cannons” is the primary function of the newly created system. Example 4.2 The first airplane, created by the Wright brothers A heavier-than-air flying machine is envisioned to transport a human being. “To transport a human being” is the primary function of the newly created system. Second step: Select the energy source and best available parts of the existing systems for four principal parts of the new system (engine, transmission, working unit, and control unit). Sometimes the inventor must create one or more principal parts. Example 4.1 The fardier à vapeur (Fig. 4.3) • Engine: Steam power had been used since the early 1700 s for stationary machines that pumped water from mines or raised heavy equipment. The fardier carried a front-mounted boiler and a two-cylinder engine located over the front wheel. We can say that the engine was taken from existing water pumps.

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Fig. 4.3 The first self-moving vehicle, a fardier à vapeur (steam wagon), was created by French inventor Sir Nicolas-Joseph Cugnot in 1769 (this photograph was developed and published before 1923. Its copyright has expired)

• Transmission: There was no earlier knowledge about converting the back and forth motion of steam power into a rotary movement to make a wheel turn. Cugnot solved this problem and, in 1769, built a full-size prototype based on a model he made some 6 years earlier. • Working units: The farbier has three wheels with iron rims. Two wheels were in the back, and one wheel was in the front. The wheels were taken from cannon carriages. • Control unit: A tiller (to turn the front wheel) was taken from the steering design. The fardier à vapeur could pull 4 tons and travel at speeds of up to 4 km/h. The heavy vehicle had two wheels in the back and one in the front. The front wheel supported the steam boiler with a two-cylinder engine and was steered by a tiller. Cugnot’s vehicle worked but needed to stop every 10–12 min to regenerate enough steam pressure to continue. The car eventually caused the world’s first automobile accident when it ran out of control and demolished a garden wall.

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Fig. 4.4 The Wright brothers created the first airplane (this photograph was developed and published before 1923. Its copyright has expired)

Example 4.2 The first airplane (Fig. 4.4) • Engine: The mechanic at the Wright brothers’ bicycle shop, Charlie Taylor, built an engine in close consultation with the brothers. The engine block was cast from aluminum to keep the weight low enough. The Wright/Taylor engine was a primitive version of modern fuel injection systems, having no carburetor or fuel pump. Gasoline was gravity-fed into the crankcase through a rubber tube running to the engine from the fuel tank mounted on a wing strut. We could say that the Wright brothers used an existing gasoline-fueled, internal-combustion engine with some minor changes. • Transmission: The propeller drive chains were supplied by a manufacturer of heavy-duty automobile drive chains. • Working units and control unit: The wings and a steerable rudder were taken from the glider’s improved design. The airplane made turns using both wing warping and the movable rudder. The Wright brothers discovered the true purpose of the movable vertical rudder. Its role was not to change the direction of flight but to align the glider correctly during banking turns and when leveling off from turns and wind disturbances. The actual change in direction was done with roll control using wing warping. The principles stayed the same when ailerons superseded wing warping.

The Wrights used propellers from shipbuilding as the prototype for airplane propeller design. Third step: Design the new system by synchronizing the parameters of all interactions (functions) between all selected parts from existing systems and newly designed parts for the new system.

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Only the successful combination of the parts will result in a workable new system. The newly created system is like a newborn baby. At first, some parts do not work well, and not everything is well coordinated. In the first car, airplane, and power-driven ship, the engines were slow, and transmission used too much energy. Even in such a situation, the new systems gave great hope because the inventive combination of parts was successful. The most convenient structure and configuration for the new system must be defined to complete the new system evolution stage. How many wings are more proper for an airplane? How many wheels would be best for a car? Which engine is the most efficient? Example 4.1 The automobile (Fig. 4.5) Example 4.2 The airplane (Fig. 4.6)

Fig. 4.5 In the first stage of car evolution, the car’s most suitable structure and configuration were defined: how many wheels would be best, which engine should be selected, etc.

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Fig. 4.6 In the first stage of airplane evolution, the most suitable airplane structure and configuration were defined: how many wings would be more proper, which kind of engine should be selected, etc.

4.2

The Second Stage of System Evolution—Parts Improvement and Development

During the first stage of development, inventors primarily use parts of existing systems for new system creation. The engine was not initially designed for the car, nor was the transmission, control device, chassis, or wheels. The same can be said about airplanes, ships, and other systems. The second stage is about improving and developing parts of the system that make it inventive and unique. The engine, though not initially created for it, is redesigned for best use in the car. The same is true for the transmission, control device, chassis, and wheels. Inventors look for ways to improve the system’s components and ways to perfect the relationship between components. They are looking for the best materials, sizes, and so on. Inventors create specialized groups of a system for different purposes and conditions. Example 4.1 The automobile In the second stage of the car’s evolution, we can recognize different vehicles for different purposes and conditions, with specially designed parts to accommodate those differences (Fig. 4.7).

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Fig. 4.7 The second stage of car evolution is about refinement and specialization

Fig. 4.8 The second stage of airplane evolution is about refinement and specialization

Example 4.2 The airplane In the second stage of the airplane’s evolution, different planes with specially designed parts are developed for different purposes and conditions (Fig. 4.8).

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4 Stages of System Evolution

The Third Stage of System Evolution—Dynamization of the System

In the third stage of system evolution, the system’s unique components begin to lose their distinct images. Parts permanently connected were redesigned into parts having flexible connections. Rigid elements become more flexible and more dynamic. Joints are incorporated into the rigid structures; the number of joints increases, and flexible systems’ transition is achieved. Example 4.1 The automobile There are many examples of multiunit buses and trolleys with flexible connections between individual cars on major cities’ streets. The Rinspeed Presto passenger car transforms itself from a less-than-3-meter-long, two-seat roadster into a 3.7 m long, four-seat vehicle within a few seconds. There are currently concept cars with rotating cabins and wheels that can turn 90°. BMW announced the development of rigid metal body panels that change into flexible skin. Of course, designers have been talking (and thinking) about cars with flexible bodies for a while. This car could be picked up from the office’s corner, taken outside, unfolded, and driven home. Finally, no more hunting for a parking space or paying for tickets. Example 4.2 The airplane (Fig. 4.9)

Fig. 4.9 The third stage of airplane evolution is the dynamization and increased flexibility of aircraft design

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Contemporary airplane design is abundant in flexible applications. Designers use variable-pitch propellers for C-47 transport airplanes to improve performance. The AV-8B Harrier is capable of vertical takeoff by changing the direction of its jet exhaust. Most modern military planes are equipped with flexible wing configuration. The front of some airplanes’ fuselage (Concord, TU-144) can be moved up and down to achieve maximum speed. A tiltrotor aircraft utilizes a pair of powered rotors mounted on rotating shafts at the end of fixed wings for additional lift and propulsion. It combined the vertical lift capability of a helicopter with the speed and range of conventional fixed-wing aircraft. For the vertical flight, the rotors are angled to provide thrust upward, creating a lift similar to that of a helicopter rotor. As the plane gains speed, the rotors are progressively tilted forward until they become perpendicular to the fuselage. In this mode, the wing supplies the lift, and the rotor acts as a propeller providing thrust.

4.4

The Fourth Stage of System Evolution—Transition to Self-control and Self-development of the System

For the airplane, the fourth stage has not yet arrived. However, we can recognize some ideas for this transition in rocket-space vehicles’ ability to rebuild themselves during operation, dump waste stages, reveal wings with solar panels once in orbit, and separate a landing module. Of course, these are only the first steps in creating systems capable of self-development in their work. Homework Assignments 1:1. Define the proper evolution stage for one of the following systems (Exercises 4.1  4.9). Describe change for the given system that will take it to the next stage of evolution. An instructor will select one of these systems individually for each of the learners. Exercise 4.1 Battle tank (Fig. 4.10). Exercise 4.2 An orchestra (Fig. 4.11). Exercise 4.3 The lunar module (Fig. 4.12). Exercise 4.4 Tree (Fig. 4.13). Exercise 4.5 System of kids’ education in any country (Fig. 4.14). Exercise 4.6 Human cell (Fig. 4.15). Exercise 4.7 The management system of any company (Fig. 4.16). Exercise 4.8 Structure of the U.S. Federal Government on three branches: legislative, executive, and judicial (Fig. 4.17). Exercise 4.9 System of the reader choice.

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Fig. 4.10 Battle tank

Fig. 4.11 Orchestra

4 Stages of System Evolution

4.4 The Fourth Stage of System Evolution …

Fig. 4.12 Lunar module

Fig. 4.13 Tree

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Fig. 4.14 System of kids’ education

Fig. 4.15 Human cell

4 Stages of System Evolution

4.4 The Fourth Stage of System Evolution …

Fig. 4.16 The management system of the given company

Fig. 4.17 Structure of the U.S. Federal Government

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References Altshuller, G. S. (1996). And suddenly, the inventor appeared. Worcester, MA: Technical Innovation Center. Bukhman, I. (2012). TRIZ technology for innovation. Taiwan: Cubic Creativity Company.

5

Curves of System Generations and System Evolution

In this chapter, we will explore the main ideas of stages of curves of system generations and system evolution. The S-curve characterizes the development of the given system generation. Every system has more than one generation. Each generation of a system is represented with its S-curve. The curve of system evolution consists of rapid growth parts of S-curves of system generations. Objectives By the end of this chapter, participants will be able to 1. Understand and explain the meaning of curves of system generations and system evolution. 2. Find the S-curve location for some of the systems (for the current generation of a given system).

5.1

S-Curve of System Generation Development

The S-curve characterizes the development of the given system generation. The S-curve can be divided into three stages as periods of development of the given system generation: infancy, rapid growth, and maturity (Fig. 5.1). Infancy: The new revolutionary idea/concept is incubated in a “basement workshop.” Society (including investors) has not yet recognized a need for this innovative system and does not feel the potential benefit or profit. However, somebody makes a bet on this dark horse and sometimes wins. In this case, the new system goes to stage two—rapid growth. Rapid Growth: Society (including investors) recognizes the new system’s need and actively supports its advancement. The concept has survived “gestation,” and a new (first) generation of the system begins to develop. © Shanghai Jiao Tong University Press and Isak Bukhman 2021 I. Bukhman, Technology for Innovation, Management for Professionals, https://doi.org/10.1007/978-981-16-1041-7_5

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5 Curves of System Generations and System Evolution

Fig. 5.1 Main stages of S-curve of system generation development

Maturity: The primary operational principles that govern the evolution of the main parameter have been pushed to their limit. It is the right time to start the rapid growth period for a new generation of the system. Each S-curve has five critical points as milestones of the system development in the scope of the given system generation (Figure 5.2): First critical point: Point of hope—“newborn” or “reinvented” revolutionary idea/concept is created.

Fig. 5.2 Critical points of S-curve of system generation evolution

5.1 S-Curve of System Generation Development

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Second critical point: Lucky point—a new idea is transformed into the first or the next generation of the system and begins to overshadow the earlier generation (or earlier system which performs the same function) in the marketplace. Third critical point: The new generation of the system, based on a new revolutionary idea/concept, starts replacing the current generation. The current generation of the system begins to disappear from the market. Fourth critical point: The parametric limit of the current generation of the system is reached. Fifth critical point: The “old” generation of the system is out of the marketplace.

5.2

Relations of S-Curves of System Generations

Every system has more than one generation. Each generation of a system is represented with its S-curve. It is proposed to track the following rules to keep continuity between generations of the system (Fig. 5.3). First rule: The starting level of the main parameter(s) of a “new” generation should be higher than the limit of the parameter(s) for the “old” generation. Second rule: Creating the “new” generation should start before the “old” generation achieves the third critical point. Third rule: The second critical point of the S-curve for the “new” generation should not start later than the fourth critical point of the “old” generation.

Fig. 5.3 Relation of multiple S-curves of system generations

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5.3

5 Curves of System Generations and System Evolution

The Curve of System Evolution

The curve of system evolution consists of rapid growth parts of S-curves of system generations (Fig. 5.4). Example 5.1. Read–write head for a hard-disk drive (Toigo 2000). The read–write head is an essential part of a hard-disk drive (HDD) and determines the development and evolution of hard-disk drives as a system. “Area density” (kilobits per square inch) of a hard-disk drive was selected as the read–write head’s primary parameter. We will analyze three generations of read–write heads. First generation of read–write heads: heads made of ferrite and metal-in-gap The heads themselves started to like the heads in tape recorders, simple devices made from ferrite wrapped in a fine wire coil. Metal-in-gap (MIG) heads are ferrite heads with a small piece of metal in the head gap that concentrates the field. It allows smaller features to be read and written (http://en.wikipedia.org/wiki/Disk_ read-and-write_head). Figure 5.5 is the S-curve of the first generation of the read– write head for the hard-disk drive (Toigo 2000). Critical points of this S-curve are linked with proper values of the main parameters (vertical axis) and reasonable periods of the product life span (horizontal axis). The second generation of read–write heads: thin-film heads MIG heads were replaced with thin-film heads. Thin-film heads were electronically like ferrite heads and used the same physics. However, they were manufactured using photolithographic processes and thin films of material that allowed fine

Fig. 5.4 The curve of system evolution

5.3 The Curve of System Evolution

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Fig. 5.5 S-curve of the first generation of the read–write head for hard-disk drive

features to be created. Thin-film heads were much smaller than MIG heads and therefore allowed smaller recorded parts to be used. Thin-film heads allowed 3.5-inch drives to reach 4 GB storage capacities in 1995. The head gap’s geometry was a compromise between what worked best for reading and what worked best for writing (http://en.wikipedia.org/wiki/Disk_read-and-write_head). Figure 5.6 is the S-curves of two first generations of the read–write head for the hard-disk drive (Toigo 2000). Critical points of these two S-curves are linked with proper values of the main parameters (vertical axis) and appropriate periods of the product life span (horizontal axis). The third generation of read–write heads: magnetoresistive and giant magnetoresistive heads The next head improvement perfects the thin-film head for writing and creates a separate head for reading. The separate read head uses the MR (magnetoresistive) effect, which changes the resistance of a material in the presence of a magnetic field. These MR heads can read very small magnetic features reliably but cannot create a strong writing field. AMR (anisotropic magnetoresistive) is used to distinguish it from the later introduced improvement in MR technology called GMR (giant magnetoresistive). The introduction of the AMR head in 1996 by IBM led to rapid areal density increase of about 100% per year. In 2000 GMR, giant magnetoresistive heads started to replace AMR read heads (http://en.wikipedia.org/wiki/Disk_ read-and-write_head). Figure 5.7 is the S-curves of three first generations of the read–write head for the hard-disk drive. Critical points of these S-curves are linked

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Fig. 5.6 S-curves of two first generations of the read–write head

Fig. 5.7 S-curves of three first generations of the read–write head

5.3 The Curve of System Evolution

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Fig. 5.8 The curve of read–write heads evolution for three first generations of heads

with proper values of the main parameters (vertical axis) and appropriate periods of the product life span (horizontal axis). Now we can create a curve of read–write heads evolution for three first generations of read–write heads (Fig. 5.8). Homework Assignments Find the S-curve location for the current generation of one of the systems (Exercises 5.15.9). An instructor will select one of these systems individually for each of the learners. Exercise Exercise Exercise Exercise Exercise Exercise Exercise

5.1 5.2 5.3 5.4 5.5 5.6 5.7

Battle tank (Fig. 5.9). An orchestra (Fig. 5.10). The lunar module (Fig. 5.11). Tree (Fig. 5.12). System of children’s education in any country (Fig. 5.13). Human cell (Fig. 5.14). The management system of any company (Fig. 5.15).

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Fig. 5.9 Battle tank

Fig. 5.10 Orchestra

5 Curves of System Generations and System Evolution

5.3 The Curve of System Evolution

Fig. 5.11 Lunar module

Fig. 5.12 Tree

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5 Curves of System Generations and System Evolution

Fig. 5.13 System of children’s education

Fig. 5.14 Human cell

5.3 The Curve of System Evolution

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Fig. 5.15 The management system of any company

Fig. 5.16 Structure of the U.S. Federal Government

Exercise 5.8 Structure of the U.S. Federal Government on three branches: legislative, executive, and judicial (Fig. 5.16). Exercise 5.9 System by the reader choice.

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Reference Toigo, J. W. (2000). Avoiding a data crunch. An article from Scientific American.

6

System Contradictions

This chapter will explore the main ideas of System Contradictions and concepts created by using Inventive Principles. Waking up in the morning supplies the first contradiction of the day. Should I get out of bed or return to sleep? The reasons to get out of bed are many: go to work, school, and feed the baby. We consider many more choices and their pursuant contradictions until we are sleeping again. The contradictions continue in our dreams. Five minutes ago, my wife called me, providing me with the choice of answering the phone or continuing to write this chapter. She asked me which color shoes she should buy white or yellow. White shoes are good with many styles and colors of clothing. Yellow shoes are only good with some clothing colors. However, yellow is more attractive to her. My wife finally bought the yellow shoes and returned them after 2 weeks. We can distill all our problems with a conflict or contradiction between different choices. The first choice is good for something and bad for something else. The same is true for the second choice. Where should we go for vacation? Which woman (or man, as the case may be) should I marry? How should I spend my time: writing a book or going to a baseball game? To write a book is good for my readers and my business, but so is supporting my favorite team. Going to the baseball game is good for my entertainment and the team’s revenue, but it helps neither my readers nor my business. We are all experienced in life’s contradictions and the difficulty of choosing the best alternative. Therefore, our life is a continuous stream of contradictions. Human-created systems (products, processes, or services) also have contradictions. Every step during system development has contradictions. In our life, contradictions are the differences between the choices we must make. In our created systems, contradictions are the differences between system parameters. Altshuller called these parameter differences System Contradictions. In various TRIZ publications, we find different names for this type of contradiction, Technical Contradiction or © Shanghai Jiao Tong University Press and Isak Bukhman 2021 I. Bukhman, Technology for Innovation, Management for Professionals, https://doi.org/10.1007/978-981-16-1041-7_6

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Engineering Contradiction, for instance. Here we are using the name System Contradiction because it most accurately reflects the meaning of conflict in a system. After studying thousands of problems, products, and processes, Genrich Altshuller found the 39 most often used parameters that cause System Contradictions. He found that the same problems were usually solved repeatedly using about 40 groups of fundamental Inventive Principles. To find which of these Inventive Principles to use for a given System Contradiction, Altshuller created a Matrix of Contradictions. Altshuller Matrix helps the reader select combinations of conflicting parameters and reveal the Inventive Principles for resolving each of these combinations. Objectives By the end of this chapter, participants will be able to 1. Understand and explain System Contradictions as a conflict between two or more parameters of a system. 2. Understand and explain 39 parameters for formulating System Contradictions. 3. Understand and explain the meaning and logic of 40 Inventive Principles. 4. Define System Contradictions for developed systems. 5. Select proper Inventive Principles for defined System Contradictions and use these selected Inventive Principles to solve these contradictions.

6.1

System Contradictions

A System Contradiction is a conflict between two or more parameters of a system. Improvement of one parameter of a system conflicts with the requirements of other parameters of the system. Example 6.1 Double-decker carriage (Fig. 6.1). System Contradiction: A high, double-decker carriage transports twice as many passengers as a regular carriage but, because of its height, is not stable in turns. Conflicting Parameters: Height of the carriage stability of the carriage.

6.1 System Contradictions

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Fig. 6.1 Double-decker carriage

Fig. 6.2 Long bus

Example 6.2 Bus (Fig. 6.2). System Contradiction: A long bus carries many passengers but has low maneuverability. Conflicting Parameters: Length of the bus maneuverability of the bus. Example 6.3 School backpack (Fig. 6.3). System Contradiction: A school backpack should have enough volume to carry many books, notebooks, but the larger volume of the backpack creates a more significant weight that is a strain on the student’s back and shoulders. Conflicting Parameters: The volume of backpack weight of the backpack.

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Fig. 6.3 Schoolgirl and backpack

Example 6.4 Airplane (Fig. 6.4). Every airplane designer is concerned with how to decrease the length of runway required for a plane to take off. Takeoff is a function of creating a higher speed of airflow over the top of the wings. System Contradiction: Decreasing the length of runway needed for a plane to takeoff requires a higher speed of incident air. It requires greater engine thrust. A more powerful engine is usually heavier, resulting in higher fuel consumption. Conflicting Parameters: This example has several conflicting parameters. • • • • •

speed of plane engine thrust. speed of plane fuel consumption. speed of plane power of engine. power of engine fuel consumption. engine thrust fuel consumption.

6.1 System Contradictions

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Fig. 6.4 The airplane takes off

TRIZ offers the 39 most often used parameters for resolving System Contradictions and the conflicts arising in thousands of products and processes. We may wonder why there are only 39 parameters. There are two answers to this question: 1. We need many thousands of parameters to describe the features and functions of many products and processes (i.e., systems). However, we can always find one or more representatives in the universal list of 39 that describes our parameter higher level of abstraction. 2. Listing thousands of parameters would result in an unusable table with thousands of conflicting parameter combinations. The detailed descriptions of the 39 parameters will help us select the right parameters to formulate our System Contradiction.

6.2

The List of 39 Parameters for Formulating System Contradictions

Moving object: when an object is changing position. Stationary object: when an object is not changing position. 1. Weight of a moving object 2. Weight of a stationary object An object’s weight on the earth is the gravitational force that the planet exerts on the object.

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3. Length of a moving object 4. Length of a stationary object Length is the long dimension of any object. The length of an object is the distance between its ends, its linear extent as measured from end to end. Length is distinguished from height (the vertical dimension of an object) and width (the distance from side to side measuring across the object at right angles to the length). In the physical sciences and engineering, the word length is used synonymously with distance and is associated with the symbol l or L. 5. Area of a moving object 6. Area of a stationary object The area is a physical quantity expressing the size of a part of a surface (product of length and height, length and width, pi times radius squared). The surface area is the summation of the areas of the exposed sides of an object. 7. The volume of a moving object 8. The volume of a stationary object A solid object’s volume is the three-dimensional concept of how much space it occupies, often quantified numerically. Zero volume in three-dimensional space is assigned to one-dimensional objects (such as lines) and two-dimensional objects (such as squares). Volumes of straight-edged and circular shapes are calculated using arithmetic formulas. Volumes of other curved shapes are calculated using integral calculus. 9. Speed Speed is the rate of motion or the rate of change in position. It is often expressed as distance traveled per unit of time t. Speed can also be described as revolutions per second. Speed is a scalar quantity with dimensions distance/time; the equivalent vector quantity to speed is velocity. Speed is measured in the same physical units of measurement as velocity but does not have the element of direction associated with velocity. Thus, speed is the magnitude part of velocity. Speed is also the rate of a process or action in time. 10. Force Force measures the interaction between systems. Force has both magnitude and direction, making it a vector quantity. According to Newton’s Second Law, an object will accelerate in proportion to the net force acting upon it and inversely proportional to the object’s mass. Forces acting on three-dimensional objects may also cause them to rotate or deform or result in a change in pressure. The tendency of a force to cause rotation about an axis is termed torque. 11. Stress/Pressure Stress is an applied force (or combined force) that tends to produce deformation in a body. Stress is the internal resistance of a body to such an applied force or combined forces. The pressure is the application of continuous force by one body on another that it is touching. The pressure is a force applied uniformly over a surface, measured as force per unit of area. 12. Shape The shape is an external contour. It is the appearance of an object. The form of an object located in space refers to the part of the object’s space as determined

6.2 The List of 39 Parameters for Formulating System Contradictions

13.

14.

15. 16. 17.

18.

19. 20. 21. 22. 23. 25.

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by its external boundary. This shape may have color, content, composition, position, orientation in space, and size. The shape is the quality that depends on the relative position of all points composing an object’s outline or external surface. It is an object’s physical or spatial form. Stability of an object’s composition The composition of an object is the exact combination of elements providing the object’s structure. An object’s composition stability is the precise combination of components during the given period of interest. Strength Strength is resistance to breaking. It is the state, property, or quality of being physically strong. Strength is also the power to resist strain or stress. Duration of action of a moving object Duration of action of a stationary object The time an object takes to act. Also, it refers to the service life of an object. Temperature Temperature is the degree of hotness or coldness of a body or environment. Temperature is also a measure of the particles’ average kinetic energy in a sample of matter, as expressed in units or degrees designated on a standard scale. In scientific terms, the temperature is not merely a hot and cold measure but an indicator of molecular motion and energy flow. As with heat, temperature requires a scientific definition quite different from its ordinary meaning. Temperature can be defined as a measure of the average molecular translational energy in a system, in any material body. Energy appears in many forms, including thermal energy, which is the energy associated with heat. Heat is the internal thermal energy that flows from one body of matter to another or, more specifically, from a system at a higher temperature to one at a lower temperature. Illumination intensity Illumination is the luminous flux per unit area at any point on a surface exposed to incident light as well as the luminous flux per unit area on an intercepting surface at any given point. Illumination is also the degree of visibility of an environment. Use of energy by a moving object Use of energy by a stationary object The energy required to do a particular job. Power The rate at which work is accomplished. Loss of energy Energy is lost as energy is transformed into another state. Loss of substance Loss of some of a system’s material, substance, parts, or subsystems. Loss of time Difference between the existing duration of an analyzed activity (process, operation) and its potential duration.

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24. Loss of information Loss of data or access to data. 26. Quantity of substance Quantity of substance is the amount of substance. It is also called the physical quantity, a dimensionless expression of the number of particles in a sample. The particles are usually atoms, but they can be protons, neutrons, electrons, or more fundamental particles such as quarks. In TRIZ, the quantity of the substance can also refer to a system’s parts or subsystems. Terms of composite particles such as molecules express the amount of a substance. 27. Reliability In general, reliability is the ability of a system to perform and maintain its functions in routine circumstances as well as hostile or unexpected circumstances. The IEEE defines it as “... the ability of a system or component to perform its required functions under stated conditions for a specified period.” 28. Accuracy of measurement The accuracy of a measurement is the closeness of quantitative measures to their actual (true) value. 29. Precision/Accuracy of manufacturing Precision/accuracy of manufacturing is the extent to which the actual values of parameters of the system or object match the specified or required values of those parameters. 30. Harmful factors acting on an object from outside External events are resulting in the degradation of some desired aspect of an object. 31. Harmful factors developed by an object An object created an action(s) resulting in harmful influence in the object’s external environment. 32. Manufacturability Manufacturability is the combination of characteristics considered in the design cycle that focuses on process capabilities, machine, or facility flexibility, and overall ability to produce at the required level of cost and quality consistently. 33. Usability Usability measures the ease of use of a product or system. The international standard, ISO 9241–11, guides usability and defines it as “the extent to which specified users can use a product to achieve specified goals with effectiveness, efficiency, and satisfaction in a specified context of use.” 34. Reparability The ability to be repaired, recovered, or remedied. 35. Adaptability The ability to change or be changed to fit changing circumstances. A system with high adaptability can be used in multiple ways in a variety of cases. 36. Complexity of device Product complexity is the relative difficulty in creating the product compared to other similar products. Complexity influences almost all phases of product design. Therefore, there is a demand for a good assessment of complexity.

6.2 The List of 39 Parameters for Formulating System Contradictions

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37. The complexity of control and measurement The complexity of control and measurement is directly proportional to the number of components used to measure a given parameter’s value and the time required for control and measurement. 38. Level of automation In the scope of industrialization, the level of automation is a step beyond mechanization. Whereas mechanization provided human operators with machinery to assist them in performing the physical requirements of work, automation also dramatically reduces the need for human sensory and mental input. Automation, robotization, or industrial automation uses engineering systems such as computers to control industrial machinery and processes, thus replacing human operators. 39. Productivity Productivity is the amount of output created (in terms of goods produced or services rendered) per unit of input used. Productivity is the primary yardstick of an economy’s health. When productivity is growing, living standards tend to rise. Traditionally, labor productivity is measured as output per worker or output per labor-hour. The result can be anything from tons of steel to airline miles flown. Increasing production reduces prices, and therefore goods become more widely available. Automobiles, for example, were initially hand-made and only available to the wealthy. As productivity increased and the price of cars fell, automobiles became widely available to the general population. A truck’s performance illustrates how to create System Contradictions using pairs of the 39 parameters (Fig. 6.5). There are four necessary steps from the starting point of system analysis to System Contradiction formulation.

Fig. 6.5 Truck

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Step 1 Create a list of parameters of the given system (truck): • speed, • fuel consumption, • air drag friction, • weight of cargo, • power of engine, and • safety. Step 2 Select a parameter and change its value: Speed " -> increase. Step 3 Analyze interactions between the changed parameter and other parameters on the list. Select conflicting pairs. Each conflicting pair is a System Contradiction (SC): Speed " fuel consumption " => conflict (SC), Speed " air drag friction " => conflict (SC), Speed " weight of cargo # => conflict (SC), Speed " power of engine " => conflict (SC), and Speed " safety # => conflict (SC). Step 4 Select the most appropriate parameters from the list of 39 parameters. Use flexible language to describe the phenomenon. Remember to raise the level of abstraction if the system parameters are not directly found on the list: Speed " (9. Speed) fuel consumption " (19. Use of energy by a moving object) => conflict (SC), Speed " (9. Speed) air drag friction " (11. Stress/Pressure) => conflict (SC), Speed " (9. Speed) power of engine " (21. Power) => conflict (SC), and Speed " (9. Speed) safety # (27. Reliability) => conflict (SC). The solution concepts for each System Contradiction are found in Altshuller Matrix (Fig. 6.46).

6.3

Inventive Principles for System Contradiction Elimination

Inventive Principles are abstract rules for solving System Contradictions. Inventive Principles were identified and generalized by Genrich Altshuller after he analyzes thousands of patented technologies. We could say that Inventive Principles are the best and most successfully used practices of thousands of inventors. Inventive Principles are one answer to how the best inventors have solved problems (System Contradictions).

6.3 Inventive Principles for System Contradiction Elimination

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List of 40 Inventive Principles Principle 1. Segmentation: a. divide an object into independent parts, b. make an object easy to disassemble, and c. increase the degree of fragmentation (or segmentation) of an object. Example 6.5 Turbo-supercharger. The turbo-supercharger of a diesel engine has a turbine that is rotated by the flow of exhaust gases. Problem: The turbine blades overheat in the area of the turbine where the exhaust gas enters. It causes a loss of exhaust gas. Application of Principle: Instead of a single entry point, exhaust gas flow enters from several directions around the casing perimeter. The turbine blade temperature is now uniform, and gas loss is eliminated, so turbine efficiency increases (Fig. 6.6). Principle 2. Separation/Taking out/Extraction: a. Separate an interfering part or property from an object. b. Single out the necessary part or property of an object. Example 6.6 Tethered satellite. Problem: Conduct space exploration in several locations using the same spacecraft. Application of Principle: A spacecraft launches a tethered satellite. This satellite is placed in a secondary orbit and attached to the spacecraft by a communications cable, allowing more studies to be conducted from one spacecraft (Fig. 6.7).

Fig. 6.6 On the left, the turbo-supercharger has one input for the flow of exhaust gases; on the right, it has four inputs

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Fig. 6.7 Spacecraft uses the cable to communicate with the satellite

Principle 3. Local quality: a. Change an object’s structure or environment/external influence from uniform to non-uniform. b. Make each part of an object work in the conditions that are most suitable for its operation. c. Make each part of an object fulfill a different and useful function. Example 6.7 Non-uniform winding for uniform heating. Problem: An infrared lamp heats a semiconductor wafer. The wafer edge cools more quickly, making the temperature higher in the center. Application of Principle: Uniform heating of the wafer is desired. If the lamp’s heating element is wound more tightly at its edges, the lamp will generate more heat at the edges than in the center. It results in a uniform temperature over the wafer’s entire surface (Fig. 6.8). Principle 4. Symmetry change/Asymmetry: a. Change the shape of an object from symmetrical to asymmetrical. b. If an object is asymmetrical, increase its degree of asymmetry. Example 6.8 Asymmetric chip mounting. Problem: Symmetrical chip mounting on a first frame increases switch delay due to the ground lead’s high inductance.

6.3 Inventive Principles for System Contradiction Elimination

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Fig. 6.8 The heating element (on the right) compensates for thermal losses at the wafer’s edges

Application of Principle: If the chip is mounted asymmetrically, the ground lead’s length is shorter than that of the other leads. It decreases the ground lead inductance and switches delay (Fig. 6.9). Principle 5. Merging/Consolidation: a. Bring closer together or merge identical or similar objects, assemble identical or similar parts to perform parallel operations. b. Make operations contiguous or parallel, bringing them together in time.

Fig. 6.9 Asymmetric chip mounting (on the right) reduces the ground lead inductance and switch delay

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Fig. 6.10 One lead frame and one package are used to mount two integrated circuits (on the right) instead of using two lead frames and two packages (on the left)

Example 6.9 Mounting identical chips on one frame. Problem: Two similar current-regulating integrated circuits connected in parallel are occupying too much space. Application of Principle: Mount the two integrated circuit chips in parallel on both sides of the lead frame, connecting the leads to the same pinout location. The new design occupies less space (Fig. 6.10). Principle 6. Multifunctionality/Universality: a. Make a part of an object perform multiple functions. b. Eliminate the need for other parts/objects. Example 6.10 Cooling of the semiconductor wafer. Problem: Special wafer-cooling elements make technological equipment more complex. Application of Principle: Use an operating gas flow for wafer cooling. The operating (e.g., reagent) gas flow passes under the wafer’s reverse and cools it (Fig. 6.11).

Fig. 6.11 Operating gas performs an additional function on the right, cooling the wafer and removing water’s need

6.3 Inventive Principles for System Contradiction Elimination

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Principle 7. Nested doll: a. Place one object inside another; place each object, in turn, inside the other. b. Make one part pass through a cavity in another. Example 6.11 Formation of trench capacitor electrodes. Problem: Increase the capacitance of a silicon wafer capacitor without increasing its size. Application of Principle: Form a microelectronic capacitor consisting of alternating dielectric and conductive layers, one inside another. The conductive layers are electrically connected in succession. Such a capacitor has a high total capacitance and a relatively small size (Fig. 6.12). Principle 8. Weight compensation: a. To compensate for the weight of an object, merge it with other objects that provide lift. b. To compensate for the weight of an object, make it interact with the environment (use aerodynamic, hydrodynamic, buoyancy, and other forces). Example 6.12 Acoustic levitation of a wafer. Problem: Wafers are contaminated through contact with reactor elements because of high temperatures. Application of Principle: Use wafer levitation in acoustic waves to prevent the wafer’s contact with reactor elements. The acoustic vibrations of a powerful piezoelectric transducer (a horn) pass through holes in the bottom of the reactor and levitate the wafer (Fig. 6.13).

Fig. 6.12 The transition from mono- to the poly-layer design of the capacitor increases capacitance without increasing volume

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Fig. 6.13 Acoustic waves levitate the wafer and prevent contact with the reactor elements

Principle 9. Preliminary counteraction/Preliminary anti-action: a. If it is necessary to act with both harmful and useful effects, first perform a counteraction to control the harmful effects. b. Before an action, create stresses in an object that will oppose known, undesirable working stresses during the action. Example 6.13 Nanometer period optical grating. Problem: A nanometer period grating cannot be fabricated on a substrate surface by traditional micropatterning and etching. Application of Principle: Grow an epitaxial structure with AlAs or GaAs to create nanometer period grating by the selective etching of AlAs or GaAs (Fig. 6.14). Principle 10. Preliminary action/Do it in advance: a. Perform the required change of an object (either entirely or partially) before it is needed. b. Pre-arrange objects conveniently so that they come into action quickly without losing time for delivery.

6.3 Inventive Principles for System Contradiction Elimination

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Fig. 6.14 On the right, a nanometer period grating is fabricated on a substrate surface by using epitaxial technology followed by selective etching

Example 6.14 Perforated post stamps. Problem: Stamps are printed on large sheets but must be neatly separated for use. Application of Principle: Perforations around each stamp detach an individual stamp easily (Fig. 6.15). Principle 11. Compensation in advance/Cushioning in advance: a. Prepare emergency means beforehand to compensate for the relatively low reliability of an object. Example 6.15 Foamed material prevents ice damage. Problem: An asphalt compactor roller is filled with water to increase its weight. However, ice, which expands when the water freezes in winter, can damage the roller. Application of Principle: Place elastic foam material inside the roller in advance. When the water inside the roller freezes, the ice’s expansion compresses the foam instead of exerting pressure on the roller walls (Fig. 6.16).

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Fig. 6.15 Perforation lines of tiny holes punched into the paper allow separation of small parts of the paper (e.g., stamps) by merely folding and tearing along the dotted line

Principle 12. Equipotentiality: a. Limit position changes in a potential field (change operating conditions to eliminate the need to raise or lower objects in a gravity field). Example 6.16 Optical semiconductor device. Problem: Some of the light from a light-emitting diode (LED) is directed at a photodetector used to monitor and control the LED’s performance. However, the light is reflected in the diode by a flat surface on the detector, thereby affecting the LED’s operational parameters. Application of Principle: Put a spherical lens between the LED and photodetector. Some of the light from a diode is collected by the lens and directed to the photodetector that monitors and controls the emitted light. The lens’s spherical surface reflects the light in various directions but not toward the LED (Fig. 6.17).

6.3 Inventive Principles for System Contradiction Elimination

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Fig. 6.16 Elastic foamed material placed inside the roller compensates for ice expansion and prevents roller damage

Fig. 6.17 The lens’s spherical surface reflects the light in various directions but not toward the LED, so the LED’s operational parameters are not affected

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Principle 13. Do it in reverse/“The another way around”: a. Invert the action that is used to solve the problem (instead of cooling an object, heat it). b. Make movable parts (or the environment) static, and make static parts movable. c. Turn the object (or process) “upside down.” Example 6.17 Aircraft with opposite configurations of propeller’s engines. Problem: Propeller turbulence interferes with airflow over the wings of aircraft. Application of Principle: An aircraft constructed with a tractor configuration has the engine mounted so that the propeller is facing forward, and the plane is “pulled” through the air. It is the reverse of the pusher configuration, where the propeller faces backward and “pushes” the aircraft through the air. The pusher configuration prevents propeller turbulence from interfering with airflow over the wings (Fig. 6.18). Principle 14. Spheroidality/Curvature increase: a. Use curvilinear parts and surfaces instead of rectilinear ones, spherical surfaces instead of flat ones, and ball-shaped structures instead of cubical (parallelepiped) parts. b. Use rollers, balls, spirals, and domes. c. Go from linear to rotary motion and use centrifugal forces. Example 6.18 Carousel conveyer. Problem: A conventional linear conveyer for motor vehicle maintenance uses significant floor space. Application of Principle: A carousel conveyor reduces the space necessary for maintenance operations (Fig. 6.19). Principle 15. Dynamic parts/Dynamization: a. Enable or design the characteristics of an object, an external environment, or a process to make it optimal, or find an optimal operating condition. b. Divide an object into parts that can be moved relative to each other. c. If an object or process is rigid or inflexible, make it movable or adaptable.

6.3 Inventive Principles for System Contradiction Elimination

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Fig. 6.18 The Republic RC-3 Seabee, an amphibious aircraft constructed with a pusher configuration, has the engine mounted in front of the rearward-facing propeller. The airframe is propelled by force applied in compression from the rear rather than in tension from the front

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Fig. 6.19 A carousel conveyor reduces the space necessary for car maintenance operations

Example 6.19 Dynamic seal. Problem: A shaft-case joint is sealed with a flexible envelope that contains fluid with no changeable viscosity. Because the viscosity is constant, there is no control over the degree of sealing. Application of Principle: Use an electro-rheological fluid and electrical field. Applying voltage changes the electro-rheological fluid’s viscosity, and the degree of joint sealing can be controlled (Fig. 6.20). Principle 16. Partial/Excessive actions: a. If 100 percent of an effect is difficult to achieve using a given method, use slightly less or slightly more of the method.

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Fig. 6.20 Electro-rheological fluid and an applied electrical field change the degree of joint sealing

Example 6.20 Redundant arc cutting. Problem: When a plasma arc cuts variable-thickness metal (such as pipes), the process’s visual control is impossible. Defects may occur (e.g., the thicker metal may not be cut through completely). Application of Principle: Cut such materials under maximum power conditions (use “excess” power) to make the cutting process defect free (Fig. 6.21). Principle 17. Dimensionality change/Transition into a new dimension: a. Move an object from two- to three-dimensional space. b. Move an object from three- to two-dimensional space. c. Use a multi-story arrangement of objects instead of a single-story arrangement. Fig. 6.21 The maximum power of the plasma arc cutter makes the cutting process defect free

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d. Tilt or re-orient the object (e.g., put it on its side). e. Use a different side of the given area. Example 6.21 Hybrid microcircuit. Problem: There is a constant demand for more efficient microchips. Application of Principle: The density of hybrid integrated microcircuit elements wiring can be increased by placing the resistors and capacitors on the chip’s surface (Fig. 6.22).

Fig. 6.22 Using the chip’s surface for resistor, capacitor, and insulator formation increases wiring density for hybrid integrated microcircuit elements

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Principle 18. Mechanical vibration: a. b. c. d. e.

Cause an object to oscillate or vibrate. Increase its frequency, even to ultrasonic. Use an object’s resonance frequency. Use piezoelectric vibrators instead of mechanical ones. Use combined ultrasonic and electromagnetic field oscillations.

Example 6.22 Ice removal from radio-electronic equipment. Problem: Joule heating is used to remove ice (by melting) from radio-electronic equipment surfaces. This process uses a great deal of electrical energy. Application of Principle: Use vibrations caused by a piezoelectric vibrator to destroy the fragile ice layer and remove ice. This process uses considerably less energy (Fig. 6.23). Principle 19. Periodic action: a. Use periodic or pulsating action instead of continuous action. b. If an action is already periodic, change the periodic magnitude or frequency. c. Use pauses between impulses to perform a different action. Example 6.23 Cutting brittle material with asymmetric disks. Problem: Cutting thin plates (300–400 microns) often causes damage to the brittle material. Application of Principle: Use periodic action to improve the cutting process. The geometric centers of multiple cutting disks are positioned at regular intervals on a

Fig. 6.23 Piezoelectric vibrations decrease electrical energy consumption for ice removal

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Fig. 6.24 Eccentrically located asymmetric disks gently cut brittle and thin plates

circle whose radius equals the eccentric radius. Consequently, cutting disks touch the plate sequentially, reducing the cutting force and improving conditions for cutting thin strips from fragile plates (Fig. 6.24). Principle 20. Continuity of useful action: a. Carry on work continuously; make all parts of an object work at full load, all the time. b. Eliminate all idle or intermittent actions or work. Example 6.24 Asymmetric electric furnace bottom. Problem: The process of melting and discharging steel from a furnace should be continuous. If the process is intermittent, the production capacity is reduced. Application of Principle: With an asymmetrically concave bottom part of an electric furnace widening toward the charging door, most of the substantial charge stays near the charging door and out of the way of the liquid metal being discharged. It makes it possible to perform continuous charging and discharging of the steel melt (Fig. 6.25). Principle 21. Rushing through/Skipping/Hurrying: a. Conduct a process or stages of a process (e.g., destructive, harmful, or hazardous operations) at high speed.

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Fig. 6.25 Asymmetric electric furnace bottom provides a continuous process in steel production

Example 6.25 High-speed dissection of pipes. Problem: Conventional tools used to cut thin-walled, large-diameter plastic pipes deform, and over-stress the pipe. Application of Principle: Use a knife designed to slice so quickly that the pipe, having certain mass inertia, has no time to deform (Fig. 6.26). Principle 22. Convert harm into benefit: a. Use harmful factors (especially effects that harm the environment) to achieve a positive effect. b. Eliminate the primary harmful action by adding it to another harmful action to resolve the problem. c. amplify a harmful factor to such a degree that it is no longer harmful. Example 6.26 Vibrating ultrasonic motor. Problem: During the operation of an ultrasound engine, mechanical vibrations affect its retaining device. Application of Principle: Suppress undesirable vibration in the retaining device by exciting anti-resonance mechanical oscillations. Additional piezoelectric elements create these anti-resonance oscillations. The oscillations are excited at the same frequency but in the opposite phase to the mechanical vibrations. As a result, the waves interfere with each other, and the destructive effects of the mechanical vibrations are canceled (Fig. 6.27).

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Fig. 6.26 Fast pipe cutting does not deform parts of the pipe

Fig. 6.27 Vibrations with opposite phase but with the same intensity and frequency cancel harmful vibrations

Principle 23. Feedback: a. Introduce feedback (referring back, cross-checking) to improve a process or an action. b. If the feedback is already used, change its magnitude or influence. Example 6.27 Liquid crystals protect solar cells. Problem: A solar cell battery suffers irradiation damage from the high intensity of light falling on it. Application of Principle: Use liquid crystals with a photochromic effect to protect the solar cell’s surface. The liquid crystal transparency depends on the light’s intensity falling on the cell; higher light intensity creates lower transparency (Fig. 6.28).

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Fig. 6.28 Liquid crystals with a photochromic effect protect a solar photocell from high-intensity light falling on the cell

Principle 24. Intermediary/Mediator: a. Use an intermediary object that changes the features of an action. b. Temporarily merge one object (which can later be easily removed) with another. Example 6.28 Intermediary provider. Problem: Many providers offer web-based services, but client requirements vary from country to country (and user to user). Application of Principle: An intermediary provider can request WEB providers and process and integrate the results from different providers to create a new kind of service. The intermediary provider can also formulate according to a client’s specific requirements and apply appropriate matching between client and provider to bridge communication gaps (Fig. 6.29). Principle 25. Self-service: a. Make an object serve itself by performing helpful auxiliary functions. b. Use existing/waste resources, energy, or substances. Example 6.29 Adaptive shoe sole. Problem: A shoe sole is needed that is both smooth (to walk on the non-slippery surface) and rough (to walk on slippery ice). Application of Principle: A sole design is created with many rods made from a shape memory alloy with a transition temperature below 0 °C. The rods, arranged in the form of a brush, extend and increase the traction area if the temperature gets cold (Fig. 6.30).

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Fig. 6.29 An intermediary provider deploys services that make requests to web-based services providers and uses the results to satisfy the requests coming from its clients

Principle 26. Copying: a. Instead of using an unavailable, expensive, or fragile object use more straightforward and inexpensive copies. b. Replace an object or process with an optical copy. c. If visible optical copies are already used, move to infrared or ultraviolet copies. Example 6.30 Stethoscope. Problem: An experienced cardiologist can make a correct heart diagnosis by using an ordinary stethoscope. However, an experienced cardiologist is not always available. Application of Principle: Compare the patient’s heartbeat with those related to certain heart diseases. A stethoscope is provided with a microprocessor that records and compares the patient’s heartbeat with heartbeat patterns stored in the memory of the device of the 25 most common cardiac disorders (Fig. 6.31).

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Fig. 6.30 The adaptive shoe sole with many rods made from a shape memory alloy with a transition temperature below 0 °C makes a soft shoe that is smooth (to walk on the non-slippery surface) and rough (to walk on the slippery surface, like ice)

Fig. 6.31 A stethoscope with microprocessor records and compares the patient’s heartbeat with the 25 most specific cardiac disorders

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Principle 27. Cheap, short-lived objects/Cheap disposables: a. Replace an expensive object with many inexpensive objects, compromising certain qualities (e.g., service life). Example 6.31 Integrated circuit package. Problem: Inexpensive semiconductor devices are used in equipment with a limited lifetime. The cost of standard potted packages is higher than the cost of the semiconductor chip. Application of Principle: Producing devices without potted packages decreases the device cost due to reduced reliability. An integrated circuit chip is set on the print board. Current-conducting pins are put into an equipment mounting plate and attached to the circuit contact squares. The pin-board connections’ durability is sufficient to put the device into equipment one time (Fig. 6.32). Principle 28. Mechanical interaction substitution: a. Replace a mechanical means with a sensory (optical, acoustic, taste, or smell) means. b. Use electric, magnetic, and electromagnetic fields to interact with an object. c. Change from static to movable fields or from unstructured fields to those having a structure; use fields in conjunction with field-activated (ferromagnetic) particles. Example 6.32 Wear monitoring by the smell. Problem: The method of a monitoring drill bit and diamond tool wear (using radioactive isotopes placed in the tool’s body) is not safe for the operators. Application of Principle: Use the principle of mechanical interaction substitution to invent a signaling method to indicate wear. With chemicals having a strong smell (such as ethanethiol), ampoules are embedded in the drill bit body. These are broken when the tool wears to a predetermined point, and the strong smell is released (Fig. 6.33).

Fig. 6.32 The durability of pin-board connections is sufficient to put a device into equipment one time

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Fig. 6.33 The strong smell of ethanethiol from broken ampoules informs the operator that the drill bit is destroyed

Principle 29. Pneumatics and Hydraulics: a. Use gas and liquid parts in an object instead of solid parts (inflatable, liquid-filled, air-cushioned, hydrostatic, and hydro-reactive). Example 6.33 Pneumatic manipulator arm. Problem: Complicated mechanisms are required to control the movement of a manipulator along a convoluted path. Application of Principle: Use an arm formed by independent, inflatable compartments (elastic bags are connected). When the separate sections are inflated, the arm unfolds like a fan. It can be made to move in virtually any direction on the plane, controlled by choice of section inflated, and the load can be moved in any chosen direction (Fig. 6.34).

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Fig. 6.34 The pneumatic arm, using different pressures in independent, inflatable compartments, can move the load in any direction on the plane

Principle 30. Flexible shells and thin films: a. Use flexible shells and thin films instead of three-dimensional structures. b. Isolate the object from the external environment using flexible shells and thin films. Example 6.34 Compressing loose cargo against displacement. Problem: When loose cargo is transported, there is a risk of displacement when the vessel rolls. It can cause the vessel to lose stability. Also, an explosion can occur due to the buildup of static electricity in the dust. Application of Principle: Cover and seal loose cargo with an elastic envelope. A vacuum is created between the envelope and the cargo. As a result, the envelope is pressed against the cargo by atmospheric pressure. It compresses the cargo and prevents its displacement in rough seas (Fig. 6.35). Principle 31. Porous materials: a. Make an object porous or add porous elements (inserts, coatings). b. If an object is already porous, use the pores to introduce a useful substance or function.

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Fig. 6.35 Tight elastic envelope and vacuum prevent loose cargo displacement

Example 6.35 Liquid sealed semiconductor device. Problem: The high temperature of a motor causes the expansion of the damping liquid, and leakage from the package occurs. Application of Principle: Place a porous sponge on the inner package wall to absorb expanding damping liquid and reduce pressure in the package (Fig. 6.36). Principle 32. Optical parameter changes/Change the color: a. Change the color of an object or its external environment. b. Change the transparency of an object or its external environment. Example 6.36 Transparent shield for electromagnetic fields. Problem: It is necessary to protect optical devices from electromagnetic fields, but ordinary metal screens are not transmissive for optical radiation. Application of Principle: Use an optically transmissive material for protection. A glass device body is covered with a thin layer of Inconel alloy (Ni–Cr-Fe– Mn-Si-Cu). This alloy stops an electromagnetic field because it is a conductor, but it is transparent, so high-frequency optical radiation can pass through it and reach the optical device (Fig. 6.37).

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Fig. 6.36 A porous sponge placed on the inner package wall absorbs the expanding damping liquid

Fig. 6.37 Inconel alloy stops the electromagnetic field but is transparent to high-frequency optical radiation

Principle 33. Homogeneity: a. Use the same materials (or materials that have identical properties) for interacting objects.

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Fig. 6.38 A spacer of the chip material placed between the chip and lead frame minimizes thermally induced strains in the chip

Example 6.37 Identical spacer. Problem: A chip is attached to a lead frame. Thermally induced strains can occur in the chip when heated due to normal functioning because of the different thermal expansion coefficients between the chip and frame materials. Application of Principle: Use a spacer of the same material as the chip between the chip and lead frame to minimize any thermally induced strains in the chip (Fig. 6.38). Principle 34. Rejecting and regenerating parts/Discarding and recovering: a. Make parts of an object that have fulfilled their function go away (discard by dissolving, evaporating, and so on) or modify the parts directly during operation b. Conversely, restore consumable parts of an object during operation. Example 6.38 Evaporating model. Problem: A tunnel with a complicated configuration must be made through a stack of raw cotton. Application of Principle: Use cubes of dry ice to create a model of the tunnel. Cover the dry ice with raw cotton until the stack is finished. When both ends of the tunnel model are opened, the dry ice vaporizes and creates the tunnel (Fig. 6.39).

Fig. 6.39 On the right, dry ice creates a tunnel

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Principle 35. Parameter changes: a. b. c. d.

Change Change Change Change

an object’s physical state (to a gas, liquid, or solid). the concentration or consistency. the degree of flexibility. the temperature.

Example 6.39 Metal-coated trench. Problem: A channel is coated with metal by conventional vacuum deposition, but this process may cause defects, such as forming cavities in the coating. Application of Principle: Fill the trench with a liquid solvent containing dissolved metal. The liquid is heated to a temperature sufficient for thermal decomposition of the metal compound and evaporation of the solvent (Fig. 6.40). Principle 36. Phase transitions: a. Use phenomena that occur during phase transitions (for example, volume changes, loss, or absorption of heat). Example 6.40 Cooling with a frozen liquid. Problem: Improve the process that cools a drill by lubricating the drilling area with a substance that also acts as a coolant. Application of Principle: A drill head is designed with a cavity filled with frozen lubricant–coolant before drilling. Cooling efficiency is increased since the frozen coolant undergoes a phase transition during melting, absorbing additional heat (Fig. 6.41).

Fig. 6.40 A trench is coated with a metal film by using metal dissolved in a liquid solvent

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Principle 37. Thermal expansion: a. Use thermal expansion (or contraction) of materials. b. If thermal expansion is being used, use multiple materials with different coefficients of thermal expansion. Example 6.41 Calorimeter. Problem: A calorimeter used to measure the amount of heat liberated during chemical reactions is not sensitive enough. Application of Principle: A bimetallic plate supporting the reactant bends relative to the heat energy liberated by the chemical reaction. A control system uses the bend value to determine the amount of liberated heat (Fig. 6.42). Principle 38. Accelerated oxidation/Strong oxidants: a. b. c. d. e.

Replace standard air with oxygen-enriched air. Replace enriched air with pure oxygen. Expose air or oxygen to ionizing radiation. Use ozonized oxygen. Replace ozonized or ionized oxygen with ozone.

Fig. 6.41 The phenomenon of frozen lubricant–coolant phase transition during melting absorbs additional heat in the drilling area

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Example 6.42 Welding in an oxidant atmosphere. Problem: Metal drops must stick to the part being welded but nowhere else. Application of Principle: Use oxygen or nitrogen as the oxidant to improve welding quality. Oxygen or nitrogen will create an oxidant atmosphere around the welding zone. The incandescent spatter drops are coated with oxide or nitride film. It prevents the drops from sticking to parts that are not being welded (Fig. 6.43). Principle 39. Inert atmosphere/Inert environment: a. Replace a typical environment with an inert one. b. Add neutral parts or inert additives to an object. Example 6.43 Cleaning a filter. Problem: In metal production, CO gas is extracted from blast-furnace gases used in burners for water heating and metal rolling. Bag filters separate any dust from the gas before the gas is fed into the burners. The filters become clogged with dust. The dust is cleared from the bag using pressurized air, a process that can cause the formation of an explosive CO/air mixture. Application of Principle: Replace the air with an inert gas such as nitrogen. When nitrogen is blown through the filter bags to remove the dust, no explosive mixture is created. The process is now safer (Fig. 6.44).

Fig. 6.42 A control system determines the amount of liberated heat during chemical reactions by using the bend value

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Fig. 6.43 Strong oxidants prevent the sticking of metal droplets to parts away from the welding area by creating an oxide film around the droplets

Fig. 6.44 Nitrogen cleans filter bags and does not create an explosive mixture with CO

Principle 40. Composite materials: a. Change from uniform to composite (multiple) materials. Example 6.44 Multilayer metal-silicon gate for gallium arsenide (GaAs) devices. Problem: Silicide of refractory metals is used as field-effect transistors, gate electrodes, and interconnections. However, silicides have poor adhesion to gallium arsenide. Application of Principle: Use a compound material that is metal and silicon instead of a homogeneous silicide. The compound collects super-thin (less than 10 nm) alternating layers of silicon and metal. A silicon layer is first put on the GaAs surface, providing good adhesion. This compound has the same electrical properties as a homogeneous silicide (Fig. 6.45). Now acquainted with the 40 Inventive Principles, we can learn how to select the most effective Inventive Principles for a given conflicting pair of parameters.

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Fig. 6.45 Silicon has better adhesion with gallium arsenide (GaAs) than silicide

6.4

Altshuller Matrix—A Table of All Conflicting Combinations of the 39 Parameters

Altshuller Matrix helps us find the most effective Inventive Principles to solve a given System Contradiction. For example, we will use one of the System Contradictions formulated for the truck (Fig. 6.46).

Fig. 6.46 A fragment of Altshuller Matrix—Inventive Principles 6, 18, 38, and 40 were identified to resolve the conflict (System Contradiction) between the increased speed of the truck (9. Speed) and increased air drag friction (11. Stress/Pressure)

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Example 6.45 speed " (9. Speed) air drag friction " (11. Stress/Pressure) => conflict (SC). When we increase the truck’s speed, we find a problem with air drag friction increasing. We have already selected the two most appropriate parameters from the 39 parameters: 9.Speed for speed and 11.Stress/Pressure for air drag friction. Figure 6.46 presents the portion of the Altshuller Matrix, where Parameters 9 and 11 intersect. Only four steps are necessary to find Inventive Principles that will address the selected System contradictions. Step 1. Select row 9. Speed on the vertical axis of the list of 39 parameters. The rows represent parameters that are improved. Step 2. Select column 11. Stress/pressure on the horizontal axis of the list of 39 parameters. The columns represent the parameter that is worsened by the improvement of the first selected parameter. Step 3. The row and column intersection contains the numbers of the most useful Inventive Principles for resolving this System Contradiction: 6. Multifunctionality, 18. Mechanical vibrations, 38. Strong oxidants, and 40. Composite materials. Step 4. In this chapter, the reader can find descriptions of each of the 40 Inventive Principles. Review the suggested descriptions. Now research can begin on the selected Inventive Principles to find the right solutions for the System Contradiction.

Homework Assignments. 1:1 Define System Contradictions for one of the following systems (Exercises 6.1  6.11). Select appropriate Inventive Principles for defined System Contradictions. Use the selected Inventive Principles to solve this Contradiction(s). An instructor will choose one of these systems individually for each of the learners. It is proposed to use the following sequence of steps to define System Contradictions: Step 1 Create a list of parameters of the given system. Step 2 Select a parameter and change its value.

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Step 3 Analyze interactions between the changed parameter and other parameters on the list. Select conflicting pairs. Each conflicting pair is a System Contradiction (SC). Step 4 Select the most appropriate parameters from the list of 39 parameters. Use flexible language to describe the phenomenon. Remember to raise the level of abstraction if the system parameters are not directly found on the list. In Chap. 6, the reader can find descriptions of each of 39 parameters. Only four steps are necessary to find Inventive Principles that will address the selected System Contradictions. Step 5 Select the changed parameter on the vertical axis of the list of 39 parameters. The rows represent parameters that are changed. Step 6 Select the conflicting parameter on the horizontal axis of the list of 39 parameters. The columns represent the parameter that is worsened by the changes of the first selected parameter. Step 7 The row and column intersection contains the numbers of the most useful Inventive Principles for resolving this System Contradiction. Step 8 In Chap. 6, the reader can find descriptions of each of the 40 Inventive Principles. Review the suggested descriptions. Now research can begin on the selected Inventive Principles to find the right solutions for the System Contradiction. It is recommended to use an example of a Truck (Fig. 6.5) as one of the possible templates for performing Homework Assignment 1.1. Exercise 6.1 Simple carriage (Fig. 6.47). Exercise 6.2 Battle tank (Fig. 6.48). Exercise 6.3 Boeing space-shuttle transport (Fig. 6.49). Exercise 6.4 Candle (Fig. 6.50). Exercise 6.5 Steam locomotive (Fig. 6.51). Exercise 6.6 Contemporary transportation system (Fig. 6.52). Exercise 6.7 Microphone (Fig. 6.53). Exercise 6.8 System of kids’ education in any country by reader choice (Fig. 6.54).

6.4 Altshuller Matrix—A Table of All Conflicting Combinations …

Fig. 6.47 The simple carriage

Fig. 6.48 Battletank

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Fig. 6.49 Modified Boeing 747 transporting the space shuttle

Fig. 6.50 Candle

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6.4 Altshuller Matrix—A Table of All Conflicting Combinations …

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Fig. 6.51 Steam locomotive

Fig. 6.52 Contemporary transportation system

Exercise 6.9 The management system of any company (Fig. 6.55). Exercise 6.10 Structure of the U.S. Federal Government on the level of three branches: legislative, executive, and judicial (Fig. 6.56). Exercise 6.11 System of the reader choice.

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Fig. 6.53 Microphone

Fig. 6.54 System of kids’ education

6 System Contradictions

6.4 Altshuller Matrix—A Table of All Conflicting Combinations …

Fig. 6.55 The management system of any company

Fig. 6.56 Structure of the U.S. Federal Government

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Acknowledgements The author would like to again acknowledge the Invention Machine Corporation for sharing examples from Goldfire software in this chapter.

7

Physical Contradictions

This chapter will explore the main ideas of Physical Contradictions and concepts created by using Separation Principles. Defining the System Contradiction and reviewing the associated Inventive Principles will provide some solution concepts. However, we do not stop there, even when we have already found a good idea. Instead, we begin to analyze individually each of the conflicting parameters that have created the System Contradiction. Which parameter should we analyze first? It depends on the conditions and requirements of the given case. If a problem exists, it will be a conflict between different values of a selected parameter. This conflict within one parameter is a Physical Contradiction. It is recommended to use all five Separation Principles for resolving any Physical Contradiction: 1. 2. 3. 4. 5.

Separation of conflicting values of a parameter in time. Separation of conflicting values of a parameter in space. Separation of conflicting values of a parameter under different conditions. Separation of conflicting values of a parameter on the system and subsystem levels. Separation of conflicting values of a parameter on the system and super-system levels.

Objectives By the end of this unit, participants will be able to 1. Understand and explain Physical Contradiction as a conflict between two different values of one parameter of a system. 2. Transform the defined System Contradictions to Physical Contradictions. 3. Understand and explain the meaning and logic of five Separation Principles for Physical Contradiction Elimination. 4. Use five Separation Principles to solve Physical Contradictions. © Shanghai Jiao Tong University Press and Isak Bukhman 2021 I. Bukhman, Technology for Innovation, Management for Professionals, https://doi.org/10.1007/978-981-16-1041-7_7

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Physical Contradictions

Physical Contradictions

Physical Contradictions—Conflict between Two Desired Values for One Parameter While System Contradiction is a conflict between two parameters of a system, Physical Contradiction is a conflict between two different values of one parameter of a system. Example 7.1 Parameter - >Electrical conductance Different parameter values: Substance should be conductive for low current and should be a dielectric for high current. Example 7.2 Parameter - >Loudness of TV Different parameter values: The loudness of TV should be high for Galina to hear it and low for me not to hear it while writing this book. Example 7.3 Parameter - > Speed of an airplane Different parameter values: An airplane’s speed should be high during the flight and low during landing. Example 7.4 Parameter - >Temperature Different parameter values: Temperature should be high for a comfortable vacation on the beach and low for a family of polar bears at the zoo. Examples 7.5 and 7.6 show how easy it is to go from a System Contradiction to a Physical Contradiction. It can be done in two steps: 1. Select one of two conflicting parameters of the given System Contradiction. 2. Create Physical Contradiction using two different values of the selected parameter. This transition improves understanding of System Contradiction and transforms it into a problem that is easier to resolve. Example 7.5 The carriage (Fig. 7.1) The transition from System Contradiction to Physical Contradiction: System Contradiction: High double-decker carriage transports twice as many passengers as a regular carriage, but the high double-decker carriage is not stable (especially in sharp turns). There are two conflicting parameters: “height” of the carriage “stability” of the carriage. Let us select the parameter “height” of the carriage for Physical Contradiction creation.

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Fig. 7.1 The carriage on the left is high; it can hold many passengers but is not acceptable in sharp turns. The carriage on the right is low; it is suitable for sharp turns but does not carry many passengers

Physical Contradiction: Carriage should be high to transport many passengers and should be low to be stable. One parameter, the height of the carriage, must have different values of high and low. Example 7.6 The bus (Fig. 7.2) The transition from System Contradiction to Physical Contradiction: System Contradiction: A long bus carries many passengers, but it has poor maneuverability. There are two conflicting parameters: “length” of the bus “maneuverability” of the bus. Let us select the parameter “length” of the bus for Physical Contradiction creation.

Physical Contradiction: The bus should be long to carry many passengers and should be short to be maneuverable. One parameter, the length of the bus, must have different values of long and short.

Fig. 7.2 The minibus on the left is short; it is suitable for maneuverability but does not carry many passengers. The bus on the right is long; it carries many passengers but is not acceptable in turns

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We will use the next four examples to show how we can use Separation Principles to eliminate Physical Contradiction. Example 7.7 The ship’s hull (Fig. 7.3) Physical Contradiction: A ship’s hull should be wide to be stable and narrow to be speedy. One parameter, the ship’s hull width, must have the different values of wide and narrow. Example 7.8 Distant and close object illumination (Fig. 7.4) Physical Contradiction: For distant objects, the illumination lens should have a short focal length. The divergence angle of the light passing through this lens is small. The diffusion of light is minimal. Therefore, the lens with a short focal length can be used for illuminating distant objects. The illumination lens should have a long focal length to illuminate close objects. The divergence angle of the light passing through this lens is quite large. The light is slightly diffused. Therefore, a lens with a long focal length can be used to illuminate close objects. One parameter, the focal length of the lens, must have different values of short and long. Example 7.9 Audible signal transmission over a long distance (Fig. 7.5) Physical Contradiction: Audible sound waves (speech or music) are a low-frequency signal but can only be transmitted over short distances. A high-frequency signal can be transmitted over long distances. Signals need to be low frequency to be audible and high frequency to be transmitted. One parameter, signal frequency, must have different values of low and high. Example 7.10 Once upon a time in America (this example was taken from the movie “Once upon a time in America”) Illegal “businessmen” are forced to throw their contraband products into the water, and then customs policy appears. “Businessmen” have losses (Fig. 7.6).

Fig. 7.3 The ship’s hull on the left is wide and stable in rough seas, but it is not fast. The ship’s hull on the right is narrow and fast but is not stable in rough seas

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Fig. 7.4 The left lens with a short focal length is suitable for illuminating distant objects but is not suitable for illuminating close objects. The lens on the right with the long focal length is suitable for illuminating close objects over the roadway’s wider expanse. Still, it is not useful for illuminating distant objects

Fig. 7.5 Low and high signal frequency

Physical Contradiction (Fig. 7.7): “Contraband” should be heavier than the water to sink in the water (to conceal it from customs), and “contraband” should be lighter than water (to take it back). One parameter, weight, must have different values that should be heavier than the water should be lighter.

7.2

Separation Principles for Physical Contradiction Elimination

Separation Principle 1. Separation of conflicting values of a parameter in time: • At time 1, the object has parameter value A. • At time 2, the object has parameter value B.

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Fig. 7.6 The conflict between illegal “businessmen” and customs policy

Fig. 7.7 Different weights of “contraband”

Example Traffic lights (Fig. 7.8) Traffic lights use three colors of light for different commands. These commands are separated in time. Furthermore, corresponding lights facing different directions must have their color commands separated in time, as well. Separation Principle 2. Separation of conflicting values of a parameter in space: • In space 1, the object has parameter value A. • In space 2, the object has parameter value B. Example Bandage (Fig. 7.9) A bandage is used to isolate and treat a wound. The bandage’s absorption rate should be high in the middle to deliver medication to the site and absorb moisture from the wound and below or zero at the bandage’s edges. The bandage’s sticking quality should be high at the edges to adhere to healthy skin and stay in place and be low in the middle so it does not stick to the wound’s surface.

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Fig. 7.8 Traffic lights use different colors separated in time for different commands

Fig. 7.9 Different values for the absorption rate and the sticking quality are separated in space on a bandage

Separation Principle 3. Separation of conflicting values of a parameter under different conditions: • Upon condition 1, the object has parameter value A. • Upon condition 2, the object has parameter value B.

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Example Different states of water (Fig. 7.10) Water can be in three physical states depending upon temperature: at temperatures below 0 °C, water is in a solid (ice) state; at temperatures between 0 °C and 100 °C, water is in a liquid state; and at temperatures above 100 °C, water is in a vapor state. Separation Principle 4. Separation of conflicting values of a parameter at the system and subsystem levels: • At the system level, an object has parameter value A. • At the subsystem level, an object has parameter value B. Example Different states of chain links (Fig. 7.11) A chain consists of many units (links). The links are subsystems of the chain. Each unit of the subsystem (each link) is rigid, while the system (the chain) is flexible. Separation Principle 5. Separation of conflicting values of a parameter at the system and super-system levels: • At the system level, an object has parameter value A. • At the super-system level, an object has parameter value B. Example Polishing brittle plates (Fig. 7.12) An abrasive wheel is used to polish a thin glass plate. However, because the plate is brittle, the polishing wheel quickly causes damage to the plate. If several glass plates can be held together during the cut process, the stack of plates is stronger than a single sheet, and the wheel does not cause damage during polishing. We will try to use these five Separation Principles to resolve the Physical Contradictions in Examples 7.7, 7.8, 7.9, and 7.10.

Fig. 7.10 Under these three different conditions (different temperature ranges), water is in different physical states

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Fig. 7.11 A chain and its subsystems (links)

Fig. 7.12 When the abrasive wheel polishes a single glass plate (system level), it causes damage. A stack of glass plates (super-system level) does not get damaged by the abrasive wheel

Example: 7.7 The ship’s hull (continued) The formulated Physical Contradiction for Example 7.7 is: a ship’s hull should be wide to be stable and narrow (reducing water drag) to be fast. Separation Principle 5 (separation of conflicting values of a parameter at the system and super-system levels) can be used to create a solution. On the system level, a ship’s hull (the system) can be narrow, while on the super-system level, the ship’s hull is wide. From this point, it is easy to create a real design concept: on the super-system level (the whole ship), there could be two, three, or more narrow hulls connected by the super-system (Fig. 7.13).

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Fig. 7.13 A catamaran’s hull is narrow at the system (hull) level and wide at the super-system (catamaran) level

Example: 7.8 Distant and close object illumination (continued) The formulated Physical Contradiction for Example 7.8 is: an illumination lens should have a long focal length to illuminate close objects and have a short focal length to illuminate distant objects. 1. First possible solution Separation Principle 2 (separation of conflicting values of a parameter in space) is used to create a solution. The lens surface has a high-curvature central region and a low-curvature peripheral region (Fig. 7.14). Thus, the two different values of focal length are produced in two separate areas of the lens. The central region has a short focal length. The divergence angle of light passing through this part of the lens is small, and light diffusion is minimal. Therefore, the central area of the lens can be used for illuminating distant objects. The peripheral region of the lens has a longer focal length. The divergence angle of light passing through this part of the lens is quite large, and light is widely diffused. Therefore, the peripheral area of the lens can be used to view close objects. The application of this solution for a car’s headlights allows for a larger expansion angle that illuminates a broader portion of the road surface. 2. Second possible solution Separation Principle 1 (separation of conflicting values of a parameter in time) is used to create another solution. The lens can be manufactured from a transparent piezoelectric material. Two electric contacts are attached to the lens (Fig. 7.15). The voltage on the contacts changes the lens shape due to the inverse piezoelectric effect. Applying different voltages changes the focal length

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Fig. 7.14 The lower lens in the middle has long and short focal lengths separated in space and can be used for close and distant object illumination

Fig. 7.15 If voltage is applied as shown on the left to a piezoelectric lens, it has a short focal length. If the voltage is applied, the piezoelectric lens has a long focal length, as shown on the right

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of a piezoelectric lens. Thus, only one lens and one light source are needed to illuminate a close and distant object at different times. Therefore, two different values of focal length are separated in time. Example: 7.9 Audible signal transmission over a long distance (continued) The formulated Physical Contradiction for Example 7.9 is: a signal must have a low frequency to be audible and a high frequency to be transmitted over long distances. Separation Principle 5 (separation of conflicting values of a parameter at the system and super-system levels) can be used to create a solution. A low-frequency electrical signal produced by speech or music into a microphone can vary the high-frequency carrier wave’s amplitude. At any instant, the size or amplitude of the radio-frequency carrier wave is proportional to the size of the electrical modulating signal (Fig. 7.16). Example: 7.10 Once upon a time in America (continued) The formulated Physical Contradiction for Example 7.10 is: “Contraband” should be heavier than the water to sink in the water (to conceal it from customs), and “contraband” should be lighter than water (to take it back). Separation Principle 1 (Separation of conflicting physical properties in time.) can be used to create a solution. The weight of “contraband” could be decreased by introducing a new, easily dissolved substance into the surroundings of “contraband” (Fig. 7.17).

Fig. 7.16 Signal amplitude modulation

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Fig. 7.17 Physical contradiction saved “contraband”

Homework Assignments 1:1. Transform the defined System Contradictions (home assignment 6.1. Chap. 6) to Physical Contradictions. Use all five Separation Principles represented in Chap. 7 to solve these Physical Contradictions.

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Software Contradictions

This chapter will explore the main ideas of Software Contradictions and concepts created by using software principles. In 2007, an Invention Machine Corporation’s research team (including the author) identified the Software Contradictions defined in this chapter. Using the same structure that describes System Contradictions, these Software Contradictions include the 24 most often used software parameters, 40 software principles that resolve Software Contradictions, and a table for the different combinations of conflicting parameters of Software Contradictions. Invention Machine Corporation has graciously allowed this information to be included here. Objectives By the end of this unit, participants will be able to 1. Understand and explain 24 parameters for formulating Software Contradictions. 2. Understand and explain the meaning and logic of 40 software principles. 3. Use various ways of viewing system development and related problem-solving by Software Contradictions.

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Software Contradictions

The author especially recognizes the contributions from Invention Machine Corporation’s Goldfire software to this chapter. Software Contradictions of this chapter were created using the software recommendations section from the Inventive Principles module of Goldfire software. Software Contradictions, modification of System Contradictions, were created to solve software and information technology problems. Software Contradictions theory and technology are like those of System Contradictions.

© Shanghai Jiao Tong University Press and Isak Bukhman 2021 I. Bukhman, Technology for Innovation, Management for Professionals, https://doi.org/10.1007/978-981-16-1041-7_8

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Example of Software Contradictions. Database normalization Software Contradiction: As a database grows, redundant information is often saved. It increases the database size and causes problems with data integrity and maintainability. Conflicting parameters: Database volume should be high to increase applications and usefulness and make the database unwieldy. Data integrity and data maintainability should be high to increase applications and reliability. Example of Software Contradictions. Bit rates in audio and video files Software Contradiction: Audio and video files are encoded using a constant bit rate. Higher bit rates supply better quality during playback. However, high bit rates require more storage space. Conflicting parameters: Improving quality of service increases memory consumption.

8.2 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24.

List of 24 Parameters for Software Contradictions Formulation Adaptability Complexity of control Complexity of system Cost of hardware Data access (available to more people) Data integrity Data volume Ease of use Flexibility The intensity of data use Loss of data Loss of time Maintainability Memory consumption Performance Quality of service Range of supported systems and devices Reliability Resource consumption Security Speed of data access Throughput Use of no digital resources User capacity

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Software Principles are abstract rules for solving Software Contradictions. Principle 1. Segmentation: a. Divide an object into independent parts. b. Make an object easy to disassemble. c. Increase the degree of fragmentation (or segmentation) of an object. Example 8.1 Database normalization When a database grows, it often has redundant information that increases database size and causes data integrity and maintainability problems. Use a database normalization procedure that eliminates redundant data (for example, the same data that is stored in more than one table) while ensuring that data dependencies make sense (store only related data in a table) (Fig. 8.1). Principle 2. Separation/Taking out/Extraction: a. Separate an interfering part (or property) from an object. b. Single out the only necessary part (or property) of an object. Example 8.2 Connection sharing (multiplexing) It can be expensive to have separate connection links for transferring multiple data streams between two nodes (processes, for example). Use a connection-sharing technique (called multiplexing), in which one connection is used to transfer separate

Fig. 8.1 In normalization mode (on the right), each table has only data that are related. When the normalized mode is not applied (on the left), tables can have stored data in more than one place. Therefore, the transition to normalized mode means segmenting some tables by data

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data streams. A multiplexer combines several inputs into one input and then sends the input through a single connection. A demultiplexer then breaks down the received data into its original separate data streams. Such a technique saves costs by using a single communication link to transfer multiple data streams (Fig. 8.2). Principle 3. Local quality: a. Change an object’s structure from uniform to non-uniform, change an external environment (or external influence) from uniform to non-uniform. b. Make each part of an object work in the conditions that are most suitable for its operation. c. Make each part of an object fulfill a different and useful function. Example 8.3 Machine-specific code generation When an operating system is used with machines of different capabilities (for example, computers with processors with different sets of special instructions), performance can suffer because the system uses only one set of instructions common to all machines and does not use special features to optimize performance. Generate, from single source code, executable code specific for each targeted machine configuration (platform) (Fig. 8.3). Principle 4. Symmetry change/Asymmetry a. Change the shape of an object from symmetrical to asymmetrical. b. If an object is asymmetrical, increase its degree of asymmetry. Example 8.4 Ragged arrays A simple, two-dimensional array uses too much memory when rows in the array have unequal lengths. Use an array of arrays, or a ragged array, where each row of a two-dimensional array is itself an array. In this way, rows can have different lengths that perfect memory usage (Fig. 8.4).

Fig. 8.2 A multiplexer combines several inputs into one common data stream, and a demultiplexer separates received data into several inputs, as it was before multiplexing

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Fig. 8.3 On the right, each computer has its specific executable code (local quality)

Fig. 8.4 The transition from symmetrical rows can hold both used and unused spaces (on the left) to asymmetrical rows, containing used space only (on the right)

Principle 5. Merging/Consolidation: a. Bring identical or similar objects closer together, merge identical or similar objects, and assemble identical or similar parts to perform parallel operations. b. Make operations contiguous or parallel; bring operations together in time. Example 8.5 Merge sort A quick sort algorithm is the fastest general-purpose sorting algorithm. However, when data is accessible only sequentially (for example, in a linked list), the quick sort algorithm suffers from poor pivot choices without random access. Use the merge sort algorithm (Fig. 8.5), perfected for sorting linked lists. The merge sort is a comparison-based sorting algorithm. Most implementations are stable and preserve the input order of equal elements in the sorted output.

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Fig. 8.5 The basic idea of merge sort is 1. Divide the unsorted list into two sub-lists of about equal size, 2. sort each of the two sub-lists, and 3. merge the two sorted sub-lists back into one sorted list

Principle 6. Multifunctionality/Universality: a. Make a part of an object perform multiple functions. b. Cut the need for other parts/objects. Example 8.6 Bitmaps/Unions When an application runs with many Boolean values, each Boolean value can occupy at least 1 byte. However, a Boolean value needs to take only 1 bit. Use bitmap arrays for storing many Boolean values. Boolean values take only 1 bit in a bitmap array so that 8-array elements can be stored in a byte (Fig. 8.6).

Fig. 8.6 Boolean values take only one 1 bit in a bitmap array so that 8-array elements can be stored in a byte

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Principle 7. Nested doll: a. Place one object inside another; place each object, in turn, inside the other. b. Makes one part pass through a cavity in the other. Example 8.7 Microsoft® Office® OLE It is useful to have the results and the functionality of one application in another application, but a universal application that performs all tasks would be very complex to use. Use Object Linking and Embedding (OLE), which allows an object produced by one application to be embedded in or linked to an object created by another application. OLE supplies a mechanism for using one application’s functionality inside another application (Fig. 8.7). Principle 8. Compensation: a. To compensate for the action of an undesirable object, merge with other objects that perform the opposite action. b. To compensate for the action of an undesirable object, make the object interact with the environment. Example 8.8 Shared Code Segments In a multiprocessing program, using separate code segments (that is, areas of memory having the machine-code instructions of an executing program) of the same code for each process can be expensive in memory consumption. Use a shared code segment formed by joining all the unique segments into a single source where several processes share the same code segment in memory without changing it. A DLL (dynamic-link library) used by several processes is a typical example of a shared code segment (Fig. 8.8).

Fig. 8.7 OLE supplies a mechanism for using the functionality of one application inside another application

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Fig. 8.8 Using a shared code segment (on the right) where several processes share the same code segment in memory without changing it instead of using separate redundant code segments (on the left) reduces memory consumption

Principle 9. Preliminary counteraction/Preliminary anti-action: a. If it is necessary to act with both harmful and useful effects, first perform a counteraction to control the harmful effects. b. Creates upfront stresses in an object that will oppose known undesirable working stresses later on. Example 8.9 Data compression (counteracts the cost of transmission or storage/retrieval) A larger volume of data that can be accommodated must fit into available storage or bandwidth. Compress data before storage or transmission to reduce the requirements for storage space or bandwidth. Data can then be decompressed when retrieved from storage or received through a communication channel (Fig. 8.9). Principle 10. Preliminary action/Do it in advance a. Perform the required change in an object (either entirely or partially) before it is needed to. b. Pre-arrange objects conveniently so that they come into action quickly, without time loss during delivery.

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Fig. 8.9 Data storage where data are compressed to save memory space

Example 8.10 Pre-allocation of resources Dynamic allocation of resources (such as memory) can be time-consuming if performed when needed because the resources must be distributed before they are accessed. A process that requires many allocations can significantly affect performance. Allocate resources before they are needed (Fig. 8.10). Principle 11. Beforehand compensation/Beforehand cushioning: a. Prepare emergency means beforehand to compensate for the low reliability of an object or action.

Fig. 8.10 The pre-allocation of resources saves time

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Fig. 8.11 Data backup-and-restore mechanism

Example 8.11 Backup and restore Sometimes data loss is caused by hardware or software failure. Use a data backup-and-restore mechanism. Backup can be full, incremental, or differential. A full backup saves all data in the system. An incremental backup saves only data that was changed since the last backup. A differential backup saves only data that was changed since the previous full backup. Backup can be performed in offline mode (when the system stops performing any operations except backup) or in online mode (when the system continues running normally during data backup) (Fig. 8.11). Principle 12. Equipotentiality: a. Change behavior to minimize or stabilize the use of energy (information) in the object. Example 8.12 Code locality If executable code is distributed over several virtual memory pages based on code originality (source files), code executed strictly in time may be on different memory pages. It will require the reloading of pages, which will reduce performance. Organize code by grouping related methods and functions together to improve code locality. In this way, pieces of code executed strictly in time are found together in memory (Fig. 8.12). Principle 13. Do it in reverse/“The another way around”: a. Invert the action used to solve the problem. b. Make movable parts (or the environment) static, and make static parts movable. c. Turn the object (or process) “upside down.”

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Fig. 8.12 On the right, pieces of code executed strictly in time are found together in memory, thus improving performance

Example 8.13 Inverted index Documents must be quickly located using a term used in the document. Use an inverted index structure, a sequence of pairs (a key and a pointer to a location) that maps keys to locations. As a result, instead of looking in all documents for the term in question, it is enough to find the term in the index to find the documents where it is contained (Fig. 8.13). Fig. 8.13 An inverted index structure helps find documents faster

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Fig. 8.14 Round (circular)-robin DNS (Domain Name System) provides access to application infrastructure and isolates data from loss or corruption due to natural disasters and political threats

Principle 14. Circularity: a. Use circular structures instead of linear structures. Example 8.14 Round-robin DNS When high availability and top performance of an application are critical, a solution implemented in a single geographic location may be vulnerable to natural disasters and political threats. Replicate the application infrastructure in several areas worldwide and direct clients to different clusters using a round-robin DNS (Domain Name System). Round-robin DNS works on a rotating basis: a server IP address is handed out, and then that address moves to the end of the list to create a continuous loop of changing addresses (Fig. 8.14). Principle 15. Dynamic parts/Dynamization: a. Enable (or design) the characteristics of an object, external environment, or process to make it optimal, or find an optimal operating condition. b. Divide an object into parts that can be moved on each other. c. If an object (or a process) is inflexible, make it movable or adaptable. Example 8.15 Domain Name System (DNS) A customer wants to simplify access to network resources by using a more user-friendly name than an IP address. Use a Domain Name System (DNS) that assigns an easy-to-remember name to an IP address that, when typed in, is translated into the actual IP address. DNS also enables changing an IP address without changing the domain name, thus simplifying maintenance (Fig. 8.15).

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Fig. 8.15 The Domain Name System (DNS) transforms an easy-to-remember name into an IP address

Principle 16. Partial/Excessive actions: a. If 100 percent of an effect is hard to achieve using a given method, use slightly less or slightly more of the same process to make the problem easier to solve. Example 8.16 Pacing data flow to manage the interaction between systems In a client/server implementation, a client might be needed to send large volumes of data to a server. If server performance does not allow the aggregation of all the client’s data, the result can be abnormal behavior or data loss. Implement a protocol that informs the client about the projected server performance. Based on the server’s response, the client paces the data flow to coordinate with the server’s capability (Fig. 8.16).

Fig. 8.16 Client data volume and speed of data flow are coordinated with server performance characteristics

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Fig. 8.17 Groups A, B, and C (on the right) represent large volumes of data (on the left) with standard features

Principle 17. Dimensionality change: a. Change the number of dimensions of an object. Example 8.17 Navigation/visualization model for complex data When users manipulate large volumes of complex data, the process is often difficult, time-consuming, and inefficient. Create a visual presentation of the data and an intuitive navigation model for users to access the data (Fig. 8.17). Principle 18. Randomization: a. Use randomization in processes. b. Use randomization of data. Example 8.18 Encrypt passwords with salt Encrypted passwords can be attacked by abusing a password-guessing program (a “dictionary” attack). Add salt values (randomly generated bytes) to the data before encryption to make attacks more complicated (Fig. 8.18). Principle 19. Periodic action: a. Use periodic or pulsating actions instead of continuous action. b. If an action is already periodic, change the periodic size or frequency. c. Use pauses between impulses of actions to perform different actions. Example 8.19 Retry protocols Data is transmitted in an unstable network environment that can drop connections and lose some data packets. Use retry protocols to ensure that data is transmitted successfully. Retry protocols resend data packets lost during transmission until all data is successfully sent (Fig. 8.19).

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Fig. 8.18 Adding salt values to data before encryption makes the “dictionary” attacks more difficult

Fig. 8.19 Retry protocols resend data packets that were lost during transmission until all data is successfully sent

Principle 20. Continuity of useful action: a. Carry on work continuously; make all parts of an object work at full ability all the time. b. Cut all idle or intermittent actions or work.

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Fig. 8.20 While standing idle, a computer can perform useful background tasks

Example 8.20 Background processing to make use of idle cycles When a user is not interacting with the computer, the computer is idle and not performing any useful tasks. Use idle CPU cycles to run useful background tasks such as disk defragmentation or virus-checking (Fig. 8.20). Principle 21. Rushing through/Skipping/Hurrying: a. Conduct a process or part of a process (such as destructive or harmful operations) at high speed. Example 8.21 Minimizing the size or duration of critical code segments When a thread executes a code section that accesses a shared resource (critical section) in multithreaded applications, competing threads are either spinning or waiting in a queue. It can result in unnecessary loss of CPU time and slower system response. Minimize the time that a thread spends in a critical section. It usually means reducing the code in the critical section (Fig. 8.21). Principle 22. Convert harm into benefit: a. Use harmful factors (especially effects that harm the environment) differently to achieve a positive effect. b. Cut the primary harmful action by adding it to another harmful action to resolve the problem. c. Amplify a harmful factor to such a degree that it is no longer harmful.

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Fig. 8.21 Reducing the code in the critical section minimizes the time that a thread spends in a critical section

Example 8.22 Performing added tasks in parallel with the required task Some types of maintenance tasks require system downtime. For example, rolling-in patches and updates usually mean shutting down an application. Perform added maintenance tasks in parallel when downtime is unavoidable. It might be possible to back up application data offline in parallel with updating the application. As a result, the total system downtime is reduced (Fig. 8.22). Principle 23. Feedback: a. Introduce feedback (referring, cross-checking) to improve a process or action. b. If the feedback is already used, change its size or influence. Example 8.23 Monitoring software Increasing functionality requirements of software applications and services requires sophisticated software and hardware solutions. It also results in increasing the effort necessary to keep these systems in a healthy state. Use monitoring software regularly to check the health of the system and the health of its subcomponents.

Fig. 8.22 Software updates, software backup, and other maintenance tasks can be performed parallel to reduce overall downtime

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Fig. 8.23 Monitoring software protects complex software and hardware from failure and checks the health of the system

Monitoring software usually supplies a means to recover the system from a wide range of failures and notifies support personnel about any failure (Fig. 8.23). Principle 24. Intermediary/Mediator: a. Use an intermediary object that changes the features of action. b. Temporarily merge one object with another (which can easily be removed). Example 8.24 Transaction manager An application must work with multiple independent resource managers (for instance, several databases), achieving the ACID properties (atomicity, consistency, isolation, durability) of distributed transactions. Use a transaction manager to control the distributed transactions of an application. All resource managers accessed during the transaction become participants of the transaction. When the application completes the transaction with a commit request or a rollback request, the transaction manager communicates with all participating resource managers (Fig. 8.24).

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Fig. 8.24 The transaction manager controls the distributed transactions of an application

Principle 25. Self-service: a. Make an object serve itself by performing helpful auxiliary functions. b. Use existing resources/waste. Example 8.25 Self-extracting archive When it is necessary to distribute a large amount of data to multiple users, an archiving utility is often used to create a compressed file having the data. Then the compressed file is made available to the users. However, to access the compressed file data, users must have a correct version of the archiving utility, which is impossible. Create a self-extracting archive to have the data. A self-extracting archive has the archived data as well as the code that extracts it. As a result, users do not need to have the archiving utility installed on their machines (Fig. 8.25). Principle 26. Copying: a. Instead of using an unavailable or expensive object, use more straightforward and inexpensive copies.

Fig. 8.25 Instead of archiving utilities, a self-extracting archive (on the right) compresses and decompresses large files

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Fig. 8.26 Data models can be used as guides or specifications during the software development process

Example 8.26 Data modeling (abstract modeling of real-world things) When an information system needs to be developed (or an existing system needs to be enhanced) to support a business process, understanding the current environment and associated requirements is often a challenge. Perform data modeling (analysis and design of the information in the system). Focus analysis of logical entities and the dependencies between these entities. Data models can be used as guides or specifications during the software development process (Fig. 8.26). Principle 27. Cheap short-living objects/Cheap disposals: a. Replace an expensive object with many inexpensive objects, compromising certain qualities (for example, service life). Example 8.27 Thumbnails In graphic applications, users work with multiple image files. When the number of images is large, it becomes difficult to navigate and select an image. Display thumbnails, which are reduced-size versions of images, enable users to quickly scan the pictures and choose the images of interest (Fig. 8.27).

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Fig. 8.27 Visual images of files with graphic applications (thumbnails) help users select images of interest

Principle 28. Change type of interaction: a. Change the type of interactions among objects. b. Change from static relations to dynamic relations and from unstructured data to structured data. Example 8.28 Entity-Attribute-Value data model A relational model of data runs with a statically defined set of tables. Every table has a predefined set of fields. When new types of data need to be included in operations, the static data model must be updated with new areas, new tables, or both. In applications that run with often changing types of parameters (for example, clinical data management systems), maintaining the static table structure can be difficult and error-prone. Use an Entity-Attribute-Value (EAV) data model to run with flexible and extensible data. In the EAV model, a table consists of rows. Each row stores a single fact or relationship (EAV). This organization makes it possible for data structures to be dynamically extended without requiring changes in the relational table structure (Fig. 8.28). Principle 29. Change the degree of freedom: a. Change the degree of freedom of an object.

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Fig. 8.28 The EAV table (on the right) operates with flexible and extensible data where each row stores a single fact

Example 8.29 Paging A process may require much physical memory, more than is available in RAM. Use a paging mechanism in which a linear (virtual) memory address is located in any part of physical memory, including RAM or the hard drive. The part of data not currently used by a process is unloaded from RAM to the hard drive, and the part that is needed (page) is loaded from the hard disk to RAM (Fig. 8.29). Principle 30. Flexible Shells and Isolating Layers: a. Change boundary conditions. b. Isolate an object from the environment using flexible shells and isolating layers.

Fig. 8.29 On the left, data requires more memory than is available in RAM. On the right, only the data that is needed (a page) is loaded from the hard drive to RAM

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Fig. 8.30 Clients receive unified access to all the applications using a web browser and web server (on the right) without creating and keeping independent client programs for every application (on the left)

Example 8.30 Web Server When users work with multiple client–server applications using fat clients, it requires much effort to educate users and deploy and keep numerous applications and clients. Use a webserver to run applications. In this case, there is no need to create and keep independent client programs for every application. Clients receive unified access to all the applications using a web browser (Fig. 8.30). Principle 31. Holes: a. Introduce holes into an object. b. Use existing holes. Example 8.31 Honeypots to attract and catch hackers Networks and servers connected to the Internet must be continuously checked and supported to prevent hacker attacks. Use honeypots as an extra security measure to attract and catch hackers. A honeypot is a computer system on the Internet that is set up specially to attract and trap hackers. An attacker can spend much time trying to exploit and then explore the honeypot. Honeypots also help to detect an intrusion (Fig. 8.31). Principle 32. Data Presentation Change a. Change the presentation of data to supply the most useful data handling.

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Fig. 8.31 Honey pots help to attract and catch hackers

Example 8.32 Highlighting keywords and sentences in source documents A search engine returns a user’s query and citations from a source document and a link to the source. Users need to open the source document and find the citation. Automatically highlight keywords and sentences in the original document to help users find ideas for reference (Fig. 8.32). Principle 33. Homogeneity: a. Use the same structure for interacting objects.

Fig. 8.32 Automatic highlighting of keywords and corresponding sentences in the selected document helps users find ideas for references

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Fig. 8.33 On the right, data structures are aligned by a processor’s memory access boundary to reduce the number of memory accesses

Example 8.33 Data alignment Processor architectures give better performance when they run with memory addresses aligned by memory access boundaries (words). Unaligned data structures cause performance degradation. Align data structures by a processor’s memory access boundary to reduce the number of memory accesses and thus improve the application’s performance (Fig. 8.33). Principle 34. Rejecting and regenerating parts/Discarding and recovering: a. Make parts of an object that have fulfilled their function go away, or change the parts directly during operation. b. Conversely, restore consumable parts of an object directly during operation. Example 8.34 Data structures (linked lists) A memory array used for storing many elements can cause problems when it takes a long time to distribute elements. The number of elements is not determined when an array is being distributed, or physical memory cannot be distributed as a single (large) block for the array. Use a linked list (a data structure that distributes a separate memory block for each element). This block of memory is called a linked

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Fig. 8.34 The linked list is a data structure that distributes a separate node (memory block) for each element of a memory array

list element or node. The list gets its overall structure by using pointers to connect nodes like the links in a chain. Each node has two fields: a data field that stores the element and a text field that stores a pointer to the next node in the list (Fig. 8.34). Principle 35. Parameter changes: a. Change an object’s state (static, dynamic, and so on). b. Change the data format. c. Change the degree of flexibility. Example 8.35 Variable bit rate in audio and video files Audio and video files are encoded using a fixed bit rate. Higher bit rates supply better quality during playback. However, high bit rates require more storage space than lower bit rates. Encode audio and video frames are using a variable bit rate. Use more bits for parts with higher dynamics and fewer bits for parts with lower dynamics. As a result, better quality is provided during playback, and the required storage space is decreased (Fig. 8.35). Principle 36. Phase transition: a. Use phenomena that occur during phase transitions (for example, changes in data volume).

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Fig. 8.35 The variable bit rate for encoding audio and video frames is coordinated with dynamics (higher and lower) in audio and video frames

Example 8.36 Data compression in LOB fields LOB (large object) fields in database management systems are widely used for storing unstructured binary and textual data. However, LOB fields require significant storage resources on the database server. Perform server-side data compression for LOB fields in the database management system. Some database management systems supply built-in procedures for data compression. Data compression can also be implemented in database management systems that do not have native built-in compression mechanisms for LOB fields (Fig. 8.36). Principle 37. On-demand expansion: a. Use the on-demand expansion of resources.

Fig. 8.36 Server-side data compression for LOB (large object) fields in the database management system reduces the occupied space needed to store resources on the database server

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b. If on-demand expansion is used, use multiple levels of expansion for different components. Example 8.37 Software that adapts to the user interface Users with different knowledge and experience of the complex software application may get different results from the same program. Observe a user’s behavior to adapt an application’s behavior to satisfy the user’s needs more closely. The system can also adjust its user interface by initially interviewing the user and then making changes so that the system is more suitable to the identified user profile (Fig. 8.37). Principle 38. Active objects: a. Use objects that supply more intensive interaction than the existing interaction.

Fig. 8.37 An analyzer adapts an application’s behavior, so it more closely satisfies the user’s needs

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Fig. 8.38 A software agent, which holds a database with thousands of recommended products, helps customers select and buy the best available products for their needs

Example 8.38 Software agent When a customer is looking for a product at an online store, the online store might carry a massive variety of products in the user’s interest category. It can be difficult for the customer to select a product without guidance. Create a software agent that recommends the best products based on other customers’ experiences and feedback (Fig. 8.38). Principle 39. Inert environment: a. Replace a typical environment with an inert one. b. Use objects that supply no unwanted interactions. Example 8.39 Demilitarized zone (DMZ) An organization usually needs open access to some of its network resources from the Internet (such as mail, WWW, and DNS services). However, this can make the internal network vulnerable to intruder attacks. Set up a demilitarized zone (DMZ) for resources and services that are opened for Internet access. A DMZ allows connections from the internal network and the Internet, but the DMZ links are permitted only to the external network. Even if a DMZ host is compromised, the internal network is protected (Fig. 8.39). Principle 40. Composite objects: a. Change from objects with a simple structure to objects with a composite structure.

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Fig. 8.39 A demilitarized zone (DMZ) allows users from the internal network risk-free access to the Internet’s resources

Example 8.40 Aggregation (object-oriented design) Using inheritance (a class is defined in terms of other classes) for class design has some disadvantages: large program size and difficulties in understanding and supporting a large system. Use aggregation instead of inheritance. Aggregation is a whole/part composition of classes where an aggregate class has one or more classes but is defined with or without creating objects of having classes. An aggregate object “has” other objects, while an inherited object “is” other objects (Fig. 8.40).

Fig. 8.40 Using aggregation instead of inheritance decreases program size and lowers difficulty in understanding and keeping a large system

8.4 Table of Different Combinations of Conflicting Parameters …

8.4

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Table of Different Combinations of Conflicting Parameters for Software-Related Problems

This table is based on the Genrich Altshuller Matrix of System Contradictions and Inventive Principles. Example 8.41 Problem: A high-security level is necessary to prevent loss of information, but data access for users becomes more difficult. How can we create a high level of security for information and easy data access for users? Software Contradiction: Improving data security causes users more difficulty with data access. Conflicting parameters: Increase in data security causes a decrease in data access. Figure 8.41 shows the fragment of the Software Contradiction Matrix used in this example. To select a Software Principle for this Software Contradiction, perform four steps.

Fig. 8.41 The four steps for selecting Software Principles to resolve a given Software Contradiction

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Fig. 8.42 A proxy server supplies high-level security for user information, while it also provides easy data access for users by indirect network connections to other network services

Step 1 Select 20. Security from the vertical list of 24 parameters. The rows find the parameter to be improved. Step 2 Select 5. Data access from the horizontal list of 24 parameters. The columns find the parameter that is worsened. Step 3 At the intersection of the selected parameters, find the numbers of Software Principles that will help to solve the Software Contradiction: 24. Intermediary/Mediator; 30. Flexible shells/Isolating layers; 9. Preliminary counteraction; and 4. Symmetry change Step 4 Go to the Software Principles list (in Chapter 8) to research the selected Software Principles to find the right solutions for the defined Software Contradiction. Principle 24. Intermediary/Mediator suggests the concept of using a proxy server. A proxy server enables clients to make indirect network connections to other network services. When a client requests a network resource, the proxy server supplies the resource from the specified server or a cache (Fig. 8.42). Acknowledgments The author especially recognizes the contributions from Invention Machine Corporation’s Goldfire software to this chapter. It was created by using the Goldfire Recommendations section from the Inventive Principles module of Goldfire software.

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Resources and Parameters of Resources

In this chapter, we will explore the main ideas of resources and parameters of resources. Everything in our Universe (including our solar system, Earth, and human society) is a resource for something or somebody. We can say that we live in a world of resources. The only question is who or what is a resource, and who uses that resource in any case. A given part could be a resource for another part and, at the same time, a user of the resources of other components. There is a natural regulation between resources and users in naturally occurring systems. In systems artificially created directly or indirectly by human action, we need to perform this regulation ourselves. To use existing resources for problem-solving and system evolution is one of the fundamental TRIZ principles. TRIZ defines existing resources as any resource of time, space, substances (including any part), and fields. These resources could be inside an analyzed system or outside the system, along with extensive resources and background fields of the environment (gravitational or magnetic field of the Earth). The beauty of this is that we can use any existing resources available to help solve a problem. We use existing resources by changing the value of their parameters to achieve project specification requirements. Having a problem means we must change the value (or values) of one or more parameters. Finding a solution means we have found a way to change some parameters’ value (or values). Objectives By the end of this unit, participants will be able to 1. Define existing resources as any resource of time, space, substances (including any part), and fields inside an analyzed system and outside the system, along with extensive resources and background fields of the environment. 2. Define the parameters of resources. 3. Understand and explain the meaning of Operational Time. © Shanghai Jiao Tong University Press and Isak Bukhman 2021 I. Bukhman, Technology for Innovation, Management for Professionals, https://doi.org/10.1007/978-981-16-1041-7_9

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4. Understand space resources as any change in value made to any geometric dimension or parameter of an object such as volume, length, height, width, diameter, radius, width, area, altitude, or depth. 5. Understand trends of space segmentation. 6. Understand using specific groups of substances such as transformable substances and substances with unique properties. 7. Recognize resources of fields as any existing physical field. 8. Define and use resources and appropriate parameters that can help to achieve the specification requirements of a project.

9.1

Resources of Time

Time is a universal resource for everything, for everybody and everywhere. In the free dictionary Website https://www.thefreedictionary.com/time, we can find several definitions of time: • A non-spatial continuum in which events occur in irreversible succession from the past through the present to the future. • An interval separating two points on this continuum—duration. • A number, as of years, days or minutes, standing for such an interval. Our goal is to define everything related to time in our system (process, product, or device) and use available time parameters to solve our problems and develop our system.

Fig. 9.1 Flame welds the neck of an ampoule and creates a seal. However, the high temperature needed for welding the ampoule causes heat damage to the medicine

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Fig. 9.2 The actual “duration of welding” related to “temperature of welding” is shown on the left. “Duration of welding” is decreased to prevent heat transfer to medicine on the right but is not enough to complete the weld

Example 9.1 Ampoule in time (Fig. 9.1). Glass ampoules store medicines in a liquid state. A flame welds the neck to seal the ampoule. The temperature of the flame needs to be high to melt the glass. However, the welding flame's high temperature causes a problem—heat transfer occurs through the ampoule causing damage to the medicine. We can select the “duration of welding” as one of our system's parameters relating to “time.” If we could decrease the “duration of welding,” the time of welding would be shorter than the time that causes heat transfer to occur from the neck to the medicine. The integrity of the medicine would be preserved, and damage prevented. However, the shortened duration does not supply enough thermal energy to weld the neck (Fig. 9.2). We can compensate for the shortage of thermal energy for welding by increasing the welding flame's temperature. It achieves an acceptable balance between the parameters of our process (Fig. 9.3): • The high temperature of welding flame with short duration of welding supplies high quality and complete ampoule sealing. • Short period of welding prevents damage to the medicine because the time is too short for heat transfer to occur from the neck to the medicine. Example 9.2 Two digital signals. Suppose we need to send more than one digital signal on a single channel during the same period. It could be a wireless radio frequency channel or fiber optic cable.

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Fig. 9.3 Acceptable “duration of welding” to “temperature of welding” provides a high enough temperature to complete the weld, while the short duration of welding time prevents damage to the medicine

Fig. 9.4 Two separate digital signals can be transmitted simultaneously in alternating intervals

One solution is to synchronize each signal's time interval to signal the second signal when the first signal is off. That is, digital signal 1 transmits on the odd time intervals while digital signal 2 transmits on the even time intervals (Fig. 9.4). This concept can be used for almost any situation where we need to perform two incompatible actions simultaneously. Operational Time. In ARIZ-85C (Part 2.2), we recognize resources of time as Operational Time. Operational Time is the total available resource of time (Fig. 9.5). Operating Time can be further differentiated: • Pre-conflict time T1. • Conflict time T2.

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Fig. 9.5 Operational Time is the total available resources of time

We can use the time resources of T1 to prevent conflict during T2. For instance, conflict in T2 can sometimes be prevented during T1 (especially for fast running, momentary conflict). Example 9.3 Natural lighting (Fig. 9.6). Natural lightning discharge can be hazardous. First, we define the resources of time as Operational Time for natural lightning discharge: • T1 (pre-conflict time -> pre-discharge time). • T2 (conflicting time -> discharge time). We see storm clouds gathering and hear thunder getting closer (T1). During T1, we have time to find a shelter that will protect us from contact with a natural lightning discharge.

Fig. 9.6 Operational Time for natural lightning discharge: pre-discharge time T1, and time of lightning discharge T2

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Resources of Space

We understand space resources to be any change in value made to any geometric dimension or parameter of an object such as volume, length, height, width, diameter, radius, width, area, altitude, or depth. Our goal is to define everything related to our system’s spatial parameters and use available spatial parameter changes to solve our problems and develop our system. Example 9.4 Bottles. The difference between the occupied space between round bottles and square bottles is 21.5%. It is a serious consideration for bottle transportation and storage. Example 9.5 Ampoule in space. Returning to our problem described in Example 9.1 (Fig. 9.1), we can select the “height of ampoule” as our parameter relating to “space.” Fig. 9.7 graphically describes the actual dependency between “temperature of welding” and “height of the ampoule.” In the actual situation of “temperature of welding” to “height of the ampoule,” the highest value of temperature is at the top of the ampoule where the flame seals the ampoule. Properties of heat transfer cause heat to be lost to the environment, so the temperature decreases as we move from the top to the bottom of the ampoule. However, the amount of heat transferred to the medicine level is high enough to damage the medicine (Fig. 9.7).

Fig. 9.7 The highest value of temperature is at the top of the ampoule, where the flame seals the ampoule, and temperature becomes lower as the distance from the flame increases (though the temperature at the level of the medicine is high enough to cause damage)

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Fig. 9.8 An image of acceptable dependency between “temperature of welding” and “height of the ampoule.”

Figure 9.8 shows the graphic image of dependency between the “temperature of welding” and “height of the ampoule.” The highest temperature is at the top of the ampoule, where the flame seals the ampoule. The spatial separation between the flame (heat source) and the medicine lowers heat transfer to the ampoule's medicine level. The integrity of the medicine is preserved, and the damage is prevented. We see how using spatial resources to separate conflicting values of temperature allows us to segregate portions of the ampoule to control the temperature. We need a high temperature at the ampoule's neck to complete the weld, and we need a less high temperature at the bottom of the ampoule to prevent damage to the medicine. We can introduce some substance into the space between the ampoule's neck and the medicine to prevent excessive heat transfer, such as air or water flow. Space Segmentation (Fig. 9.9). New systems are developed so that the volume their elements occupy can be used more efficiently. Space segmentation is one of the system evolutions concepts that allow us to use space resources to improve system efficiency. Consider how the development of space segmentation expands the uses of a simple block. The starting point of the evolutionary trend of space segmentation is a monolithic system. The next step is a system with a single cavity, followed by a system with

Fig. 9.9 The trend of space segmentation

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multiple cavities. The next phase of the trend is a capillary or porous system, which evolves into a system with active capillaries. Applying the preceding figure of system evolution to the development of the semiconductor crystal radiative cooler and the iron base plate illustrates the concept of space segmentation. Example 9.6 Semiconductor crystal radiative cooler (Fig. 9.10). • Solid radiative cooler: Integrated circuit chips are fixed to the walls of a package. During operation, the flow of electricity in the chip causes the package to heat. The removal of heat through the package walls is insufficient to prevent damage to the chip from overheating. • Heat pipe radiative cooler: A heat pipe radiative cooler has a cavity near the chip filled with a rapidly evaporating liquid. As the package heats up during operation, the liquid evaporates. It removes heat from the chip. • Multiple heat pipe radiative cooler: A multiple heat pipe radiative coolers have several cavities in the wall filled with a rapidly evaporated liquid, so cooling efficiency increases. • Porous radiative cooler: The porous radiative cooler has many cavities filled with a rapidly evaporated liquid. These cavities are connected to capillaries. The capillaries draw the heated liquid to the cavities, thus further improving heat removal from the chip. • Radiative cooler with a state change: The porous radiative cooler has walls made from a material that can undergo a phase transition. At high temperatures, the material converts to another state. This conversion absorbs heat. Thus, the heat from chip operation is continually and efficiently absorbed, and the chip does not overheat.

Fig. 9.10 Development of the semiconductor crystal radiative cooler corresponds to the trend of space segmentation

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Example 9.7. Iron base plate (Fig. 9.11) • Solid iron base plate: The base plate of iron is a solid, smooth metal surface heated with an electric coil. The heated base is pressed on the fabric to remove wrinkles. • Iron base plate with a bore: The base plate with a bore has a hole that delivers water to the fabric. The water evaporates into steam, which moistures the fabric. Ironing moist fabric improves efficiency. • Iron base plate with multiple bores: The base plate with numerous bores has many holes that deliver water to the fabric. More steam is created to relax the fibers of the material and remove wrinkles. • Porous iron base plate: A porous base plate has many small holes through which water is supplied to the fabric. The fabric is efficiently steamed, resulting in a quality job of pressing a garment in a short period. Geometric Evolution of Dimensions (Fig. 9.12). Point structures develop toward linear structures in the evolution of the process of engineering systems. Further development of the system leads to construction on a surface and developing three-dimensional, volumetric constructions.

Fig. 9.11 Development of the iron base plate corresponds to the trend of space segmentation

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Fig. 9.12 The trend of geometric evolution of dimensions

Example 9.8 Lamp (Fig. 9.13). • Point luminous element: The luminous element of a light bulb is made from a material with high resistance heated by an electric current. The luminous element in the form of a single point has a small area, so it is necessary to keep a high temperature for light emission. The high temperature reduces the light bulb’s durability. • Filament luminous element: The luminous element is made in the form of a filament or line to increase the light output area. The filament offers low resistance, and the heat required to produce a light flux equal to that of the point luminous element is reduced. The light bulb’s durability increases. • Plane luminous element: The luminous element is made in the form of a plane. A luminous plane element has a large area, which supplies the bulb's higher luminescence at a lower temperature. The light bulb’s durability and reliability are increased.

Fig. 9.13 Development of the light bulb corresponds to the trend of geometric evolution of dimensions

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• Volumetric luminous element: Radiation of light is produced throughout the entire volume of a bulb filled with rarefied gas. The light bulb design becomes more straightforward than earlier, and its durability and reliability are increased.

9.3

Resources of Substances

“Substance” can be any material thing, from a molecule, water, gas, sand, computer, pen, car, dog, moon, and wheel. We can use changes in the parameters and features of any components or substances of our system. We can also use components and substances outside our system, whether independently or simultaneously, with our system's components and substances. Resources of substances can be used for problem-solving and system development. TRIZ application recommends using specific groups of substances as sources for innovative concept creation in different industry domains. Two examples of specific substance groups are transformable substances and substances with special properties. Transformable substances can change their state or properties: • • • • • • • • • • • • • • • • •

easily evaporated, piezoelectric, easily sublimated, easily condensed, gas-generating, easily melted, liquid-generating, liquid-absorbing, easily dissolved, easily crystallized, easily hardened, has shape memory, has a Curie effect, heat-generating, heat absorbing, heat-accumulating, and explosive.

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Substances with special properties that can be used in the transformation of objects: • • • • • • • • • • • • • •

adhesive, easily deformed, bimetal, changeable resistance, changeable color, has low friction, has high friction, has strong odor, photosensitive, ferromagnetic, ferromagnetic powder, ferromagnetic liquid, dielectric, and semiconductor.

9.4

Resources of Fields

The field is defined as a region of space characterized by a physical property. For instance, gravity, the electromagnetic force, and fluid pressure all have a determinable value at every point in a region. To use the resources of fields means to use any available field inside or outside of our system for problem-solving and system development. Below are two examples using the existing resource of fields. Example 9.9 Harvesting energy from motion and transport weight (Fig. 9.14). Using the resources of fields, the Israeli company INNOWATTECH has developed a process to extract energy from generators located under lively highways and rail routes. These generators have piezoelectric material that can produce electrical energy from the conversion of mechanical pressure. A generator of piezoelectricity installed in a one-kilometer section of the highway can produce 200 kilowatts per hour of electricity. It is enough to supply a green energy source to 200–300 homes. The new generators can be installed at a depth of 3–5 cm under the road surface during planned repairs and rebuilding projects. The piezoelectric material has a working life of 30 years, which is longer than most roads’ life expectancy. The company expects to achieve a cost per kilowatt of energy produced from these generators in the range of 3–10 cents. The generation cost for traditional combined heat and power electricity is about 5 cents per kilowatt.

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Fig. 9.14 Highway transportation produces electrical energy because of mechanical pressure on piezoelectric strips

Example 9.10 Solar-powered stove. A solar-powered stove made from a $5 cardboard box that uses the power of direct sunlight to cook food, and boil and sterilize polluted water, won a $75,000 prize for ideas to fight global warming. This simple stove could help 3 billion people cut greenhouse gases. The oven consists of two cardboard boxes, a smaller one inside of the larger one. The inner surface of the small box is painted black to produce better heat conduction and accumulation. The open top of the small box is covered with a plastic film. The transparent film allows solar radiation through while simultaneously preventing the escape of the accumulating heat. The small box is placed inside the large box with insulation between two boxes made of newspaper or straw to prevent heat loss. The inner surface of the flaps of the large box is covered with foil. The foil concentrates the sunrays and reflects the sunlight through the transparent top of the small box. To cook a meal, you put a pot of food inside the small box and place the stove in the sun (Fig. 9.15). TRIZ deals with any physical field including, but not limited to. • Four fundamental fields: magnetic, gravitational, and nuclear fields of weak and strong interactions. • Fields of mechanical and sound waves: – acoustic waves, – hypersonic, – impact waves, – infrasound, – solitary waves, – standing waves, – surface acoustic waves, – ultrasound, and

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Fig. 9.15 Solar energy produces heat to cook food

• Fields of electromagnetic waves and light: – birefringence, – diffraction, – electromagnetic waves, – gamma rays, – image, – infrared radiation, – interference pattern, – laser radiation, – light pulse, – luminescence, – microwaves, – moiré pattern, – monochromatic light, – optical energy, – optical radiation, – optical soliton, – radio waves, – reflected light, – refracted light, – speckle pattern, – standing waves, – ultraviolet, – wave-front, and – x-rays.

Resources and Parameters of Resources

9.4 Resources of Fields

• Electric field: – avalanche discharge, – eddy currents, – electric corona discharge, – electric arc discharge, – electric current, – electric discharge, – electric glow discharge, – electric impulse, – electric spark discharge, – electromotive force, – streamer discharge, and – surface discharge. • Fields of forces, energy, and momentum: – buoyancy, – capillary pressure, – centrifugal forces, – centripetal force, – Coriolis force, – inertial forces, – friction force, – light pressure, – gyroscopic force, – impact impulse, – inertial force, – pressure, – rotation, – thermal tension, – thrust/reactive force, and – torsion strain. • Magnetic field: – magnetic field, – magnetic force, – magnetic force/ampere force, – magnetic force/Lorentz force, and – magnetostatics spin waves. • Thermal field: – heat energy, – heat flow.

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Fig. 9.16 The trend of evolution in the structure of fields, forces, and interactions

• Fields of nuclear energy and activity: – flow of alpha-particles, – flow of electrons, – flow of ions, – flow of neutrons, – flow of protons, and – radioactive radiation. Fields and forces can have constant and variable parameters. The use of variations of fields and forces can increase their efficiency in engineering systems (Fig. 9.16).

9.5

Parameters

Different sources give different definitions of the word “parameter”: • Any factor that defines a system and determines (or limits) its performance. • Any of a set of physical properties whose values determine the characteristics or behavior of something (for instance, parameters of the atmosphere are as temperature, pressure, and density). • One of a set of measurable factors, such as temperature and pressure, which defines a system, determines the system’s behavior and varies in an experiment.

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Some examples of parameters are: • • • • • • • • • • • • • • • • • • •

acceleration, m/s2, mass of object, kg, temperature, K, weight of the object, N, density, kg/m3, distance, m, efficiency, %, energy (incl. kinetic energy, potential energy), J, force (incl. buoyant force, lift force/aerodynamic force, gravitational force), N, friction, power, W, price/expenses, productivity, output per hour, quality, number of defects per number of opportunities, size (area, m2; length, m; height, m; volume, m3), speed of an object (including light, sound), m/s, time/duration of process/event (speed, rate), s, energy consumption, and viscosity, N s/m2. Almost all parameters can be distributed between the following groups:

• • • • • • • • • • • • • • • •

chemical parameters; deformation parameters; electric field parameters; electromagnetic wave and light parameters; fluid parameters; force, energy, and momentum parameters; geometric parameters; magnetic field parameters; mechanical and sound wave parameters; motion and vibration parameters; process parameters; quantity parameters; radioactivity parameters; solid parameters; surface parameters; and thermal parameters.

Parameters are not resources. However, in system development, we need to be thinking about our parameters and their values and our ability to control these values. A problem presents itself as a need to change the value(s) of one or more

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parameters. Finding a solution means finding a way to change these value(s) by changing parameter values of available resources to effectively change the values of the specific parameters in our system.

9.6

How to Define and Use Resources

There are three steps to creating a list of resources and determining how they will be used: Step 1 Create a list of specification requirements for the project or problem. Step 2 Create a list of substance and field resources and define their parameters. Step 3 Define which parameters of resources should be changed to achieve the project's goals or solve the problem. Example 9.11 Blade for wind turbine (Fig. 9.17). Step 1 Create a list of specification requirements for the project or problem. The torque of the wind turbine blade needs to be increased. Fig. 9.17 Wind turbine

9.6 How to Define and Use Resources

Step 2 Create a list of substance and field resources and define their parameters. 1. Internal-system substance-field resources: • substances and parameters of substances: – blade weight of blade, length of blade, width of blade, area of the blade surface, the specific weight of blade material, and location of the center of gravity. – rotor the rotational speed of the rotor, distance between rotor and ground. • fields and parameters of fields: – wind flow pressure on the blade surface, – centripetal forces. 2. External-system substance-field resources: • substances and parameters of substances: – air, the temperature of the air. – drops of rain, – snow. • fields and parameters of fields: – wind flow, – speed of wind flow.

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Fig. 9.18 Changing the parameter “location of the center of gravity” of “blade” increases “torque of wind turbine blade.”

– the direction of wind flow. – wind flow pressure. 3. General substance-field resources: • fields and parameters of fields: – sun energy, – gravity. Step 3 Define which parameters of resources should be changed to achieve the project's objectives or solve the problem. Moving “location of the center of gravity” of “blade” was selected to increase the blade’s torque (Fig. 9.18). Example 9.12 Transistor. Step 1 Create a list of specification requirements for the project or problem. 1. Inside the transistor, reduce moisture's presence on the aluminum (Al) surface of the die. 2. Between two contacts, reduce current leakage on the Al surface of the die. Step 2 Create a list of substance and field resources and define their parameters.

9.6 How to Define and Use Resources

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Fig. 9.19 Structure of a typical transistor with parameters defined for “die.”

1. Die (contains electrical circuits) (Fig. 9.19) • Parameters of die: Al pad Al thickness, Thickness, Surface area (top & bottom), Adhesion with glue, Al surface area, Rate of corrosion, Adhesion of silicon (Si) with mold compound, and Adhesion of Al with mold compound. 2. Molding compound (provide an enclosure for internal parts to protect them from moisture, oxidation, and mechanical damage) (Fig. 9.20) • Parameters of molding compound: adhesion with Al, adhesion with Si, adhesion with copper (Cu), adhesion with a silver (Ag), adhesion with gold (Au),

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Fig. 9.20 Structure of a typical transistor with parameters defined for “molding compound.”

filler size, and moisture absorption rate. 3. Glue (it sticks die to the lead frame and supplies a thermal and electrical path from the backside of the die to the lead frame) (Fig. 9.21) • Parameters of glue: filler height, area of coverage, Ag content, thickness, adhesion with the backside of the die,

Fig. 9.21 Structure of a typical transistor with parameters defined for “glue.”

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Fig. 9.22 Structure of a typical transistor with parameters defined for “lead frame.”

adhesion with a molding compound, Epoxy void (rate)/porosity, adhesion with Ag plated surface, and moisture absorption rate. 4. The lead frame (supplies an external electrical connection between the wires and the PCB) (Fig. 9.22) • Parameters of lead frame: adhesion with a molding compound, Ag plated surface area, contact area with a molding compound, surface roughness, presence of ions on the lead frame surface, and thickness. 5. Wires (connect the electrical circuits from the die to the lead frames) (Fig. 9.23) • Parameters of wires: diameter, conductivity, and adhesion with a molding compound.

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Fig. 9.23 Structure of a typical transistor with parameters defined for “wires.”

6. Silver (Ag) cover on a lead frame (provides a contact surface for wire bonding) (Fig. 9.24) • Parameters of Ag cover on lead frame: Ag thickness, presence of ions on Ag surface. Step 3 Define which parameters of resources should be changed to achieve the project's goals or solve the problem. For the first requirement: Inside transistor, reduce moisture on the Al surface of the die.

Fig. 9.24 Structure of a typical transistor with parameters defined for “silver (Ag) cover on the lead frame.”

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1. Die Adhesion of Al with a molding compound. 2. Molding compound Adhesion with Al, Moisture absorption rate. 3. Glue Moisture absorption rate. 4. Lead frame Adhesion with a molding compound, Contact area with a molding compound, Surface roughness, The shape of the lead frame, and Lead frame thickness. 5. Wires Adhesion with a molding compound. The second requirement: Between two contacts, reduce current leakage on the Al surface on the die. 1. Die Al pad thickness, Rate of corrosion, and Adhesion of Al with a molding compound. 2. Molding compound Adhesion with Al, Moisture absorption rate. 3. Lead frame Adhesion with a molding compound, Contact area with a molding compound, Surface roughness,

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The shape of the lead frame, and Lead frame thickness. 4. Wires Diameter, Conductivity, and Adhesion with a molding compound. In Table 9.1, the reader can find the results of all four steps performed, for Example, 9.12.

Table. 9.1 Results of all four steps performed, for Example, 9.12 1. [specification requirement 1] Inside the transistor, reduce moisture's presence on the aluminum (Al) surface of the die 2. [specification requirement 2] Between two contacts, reduce current leakage on the Al surface of the die Substance-field Function Parameters Increase " or decrease # or Notes resources stabilize the (components, (fixed) $ value of the including parameter fields) For For For specs specs specs req. 1 req. 2 req. 3 Die

Holds electrical circuits

Bond pad Al thickness Surface area (top & bottom) Adhesion with glue The surface area of Al Rate of corrosion Thickness Adhesion of silicon (Si) with mold compound Adhesion of Al with mold compound

#

#

"

"

(continued)

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Table. 9.1 (continued) 1. [specification requirement 1] Inside the transistor, reduce moisture's presence on the aluminum (Al) surface of the die 2. [specification requirement 2] Between two contacts, reduce current leakage on the Al surface of the die Substance-field Function Parameters Increase " or decrease # or Notes resources stabilize the (components, (fixed) $ value of the including parameter fields) For For For specs specs specs req. 1 req. 2 req. 3 Molding compound

Glue

Supply an enclosure for internal parts to protect them from moisture, oxidation, and mechanical damage

Adheres die to the lead frame and supplies a thermal and electrical path from the backside of the die to the lead frame

Adhesion with Al Adhesion with Si Adhesion with copper (Cu) Adhesion with a silver (Ag) Adhesion with gold (Au) Filler size Moisture adsorption rate Filler height Area of coverage Ag content Thickness Adhesion with the backside of the die Adhesion with a molding compound Epoxy void (rate)/porosity Adhesion with Ag plated surface Moisture adsorption rate

"

"

"

"

"

(continued)

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Table. 9.1 (continued) 1. [specification requirement 1] Inside the transistor, reduce moisture's presence on the aluminum (Al) surface of the die 2. [specification requirement 2] Between two contacts, reduce current leakage on the Al surface of the die Substance-field Function Parameters Increase " or decrease # or Notes resources stabilize the (components, (fixed) $ value of the including parameter fields) For For For specs specs specs req. 1 req. 2 req. 3 Lead frame

Wires

Silver (Ag) cover on lead frame

Supplies an external electrical connection between the wires and the PCB

Connect the electrical circuits from the die to the lead frames Supplies a contact surface for wire bonding

Adhesion with the molding compound Ag plated surface area Contact area with a molding compound Surface roughness Presence of ions on the lead frame surface Thickness Diameter Conductivity Adhesion with a molding compound Ag thickness Presence of ions on Ag surface

"

"

#

#

#

#

#

# # " "

"

9.6 How to Define and Use Resources

207

Homework Assignments. 1:1. Perform the following steps for one of the systems (Exercises 9.1  9.10). The reader can use Table 9.1 as a template for this assignment creation. The instructor will select one of these systems individually for each of the learners. Step 1. Select one example parameters that the reader would like to change (increase, decrease, and stabilize). It is a specification requirement. Step 2. Create a list of substance and field components (substance-field resources) of example and define parameters for each of these components. Step 3. Define which parameters of resources should be changed to achieve the specification requirement. Exercise 9.1 Structure of the U.S. Federal Government on the level of three branches: legislative, executive, and judicial (Fig. 9.25).

Fig. 9.25 Structure of the U.S. Federal Government

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Fig. 9.26 The management system of any company

Exercise 9.2 The management system of any company (Fig. 9.26). Exercise 9.3 System of kids’ education in any country by reader choice (Fig. 9.27).

Fig. 9.27 System of kids’ education

9.6 How to Define and Use Resources

Fig. 9.28 Contemporary transportation system

Exercise 9.4 Contemporary transportation system (Fig. 9.28). Exercise 9.5 Candle (Fig. 9.29).

Fig. 9.29 Candle

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Fig. 9.30 Motorcycle

Exercise Exercise Exercise Exercise Exercise

9.6 Motorcycle (Fig. 9.30) 9.7 Dolphin (Fig. 9.31). 9.8 Electric light bulb (Fig. 9.32). 9.9 Space shuttle (Fig. 9.33). 9.10 System of the reader choice.

Fig. 9.31 Dolphin

Resources and Parameters of Resources

9.6 How to Define and Use Resources

Fig. 9.32 Electric light bulb

Fig. 9.33 Space shuttle

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Science for System Development and Evolution

10

This chapter will explore the main ideas of using Scientific Effects and Phenomena for System Development and Evolution. Using Scientific Effects and phenomena for problem-solving has been a much-respected element of TRIZ since its start. Its use in TRIZ has become even more critical in our modern times of fast-growing technology and problems relating to natural resources and the environment. Scientific Effects and phenomena are fuel for the creation of innovative and patentable solutions. Often, we need combinations of effects from different sciences. This chapter explores examples of effects and their applications, the structure of the Scientific Knowledge Database and the method for selecting effects. Objectives By the end of this chapter, participants will be able to 1. Understand the effectiveness of using Scientific Effects for the most innovative and patentable solutions. 2. Understand and explain the structure of the scientific knowledge database. 3. Select the right Scientific Effect (s) from different sciences for problem-solving using a Functional Navigation System.

10.1

The Power of Science

The average engineer remembers between 20 and 50 Scientific Effects. However, they usually do not have practical experience in applying many of these effects to problem-solving. However, experience clarifies that the evolution and development of systems are achievable only by using the complete array of scientific fields and

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combining their strengths. This section looks at some of the most famous Scientific Effects and examples of their applications. The Piezoelectric Effect (Physics). The central part of this effect is a piezoelectric crystal. When mechanical pressure is applied to the crystal, it generates electrical energy. If electrical energy is applied, it produces a mechanical deformation by changing the size of the crystal. Some applications of the Piezoelectric Effect. Example 10.1 Piezoelectric sensors detect passing vehicles (Fig. 10.1). For a traffic control system to run, it is necessary to detect passing vehicles over a specific roadway section. A piezoelectric traffic sensor is placed on the roadway surface. The sensor includes a cable of piezoelectric material. When a car passes over the sensor, the weight of the automobile deforms the piezoelectric cable. The piezoelectric crystals generate a current because of mechanical pressure on the piezoelectric strip. This current is used to check passing vehicles. Example 10.2 A piezoelectric element supplies ink to paper (Fig. 10.2). The sidewalls of a print head pressure chamber are made of piezoelectric elements. The electric field passing through the print head bends the piezoelectric elements inward. The decreasing chamber volume increases the pressure inside the chamber. The pressure increases push ink out of the print head and onto the paper in the form of droplets. Switching off the electric field returns the piezoelectric element to its first shape. The pressure chamber refills with ink from the ink reservoir. Example 10.3 Piezoelectric plates control gas flow (Fig. 10.3). This apparatus consists of an elastic spacer, such as silicone, and two piezoelectric plates inside a pipeline. The elastic spacer is positioned between the two piezoelectric plates. When an electric field is applied, the piezoelectric plates change

Fig. 10.1 Piezoelectric sensors detect passing vehicles

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Fig. 10.2 Piezoelectric element supplies ink to paper

Fig. 10.3 Piezoelectric plates regulate the rate of gas flow

dimensions. The resulting expansion of the piezoelectric plate’s volume is proportional to the external electric field's magnitude. The volume expansion of the piezoelectric plates compresses the spacer parallel to the pipe, causing the spacer to expand perpendicular to the pipe. Thus, the spacer blocks the gas passageway. The electric field’s magnitude can be varied to increase the gas flow rate or restrict flow. The Shape Memory Effect (Physics). Shape memory is the property of some materials (alloys and polymers) restored to their first shape when heated. An external stretching force acts on a shape memory material at a temperature below the martensitic transition temperature. As a result, the length of the material increases, and the material stores some potential energy. The material is then heated. As the temperature exceeds the martensitic transition point, the material returns to its first shape. When this happens, the stored energy is released and can be used for some other function.

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Some applications of the Shape Memory Effect. Example 10.4 Electrical switching with shape memory (Fig. 10.4). A shape memory switch is used to break electrical contact. The switch includes a base, two contacts, a resilient layer, and a shape memory conductor. The contacts are sandwiched between the base and the resilient layer. The contacts are separated in space. The conductor is attached to the inner side of the resilient layer toward the contacts. Current flows through the shape memory conductor. The current heats the shape memory conductor. As the shape memory conductor's temperature increases, it returns to its original undeformed shape due to the shape memory effect. It breaks electrical contact, and the current ceases to flow. Example 10.5 Pump with elements of shape memory alloy (Fig. 10.5). A pump consists of a cylinder, piston, elements of a shape memory alloy, and an endcap with electric terminals. The endcap tightly closes the cylinder. The shape memory alloy elements are engaged with the piston and connected with the endcap terminals on the other side. When power is supplied to electric terminals, the elements of shape memory alloy are heated. After reaching a specific temperature, the elements change their length according to the shape memory effect. It moves the piston from one end position into the other. The elements cooling after the voltage is removed and recover their original length, returning the piston to its first position.

Fig. 10.4 Electrical switching with shape memory

Fig. 10.5 Pump with elements of shape memory alloy

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Fig. 10.6 One end of a capillary is immersed in a liquid, and the liquid rises inside the capillary

The Capillary Effect (Physics). A liquid is in a large open vessel. One end of a capillary whose material is wettable by the liquid is immersed into the liquid. The resulting surface tension raises the liquid in the capillary. The weight of the liquid column in the capillary counteracts the lifting. The lifting stops when the weight balances the resulting surface tension force (Fig. 10.6). Some applications of the Capillary Effect. Example 10.6 Brush for hieroglyphs painting (Fig. 10.7). A street artist from Shanghai uses a brush, water, and the capillary effect to paint Chinese characters in the public park. She paints for 2 h each day for mental and physical exercise.

Fig. 10.7 A Chinese woman uses a brush, water, and the capillary effect to paint Chinese characters in the public park

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Fig. 10.8 The capillaries separate water droplets from a gas–water mixture

Example 10.7 Water droplet separation from the gas–water mixture (Fig. 10.8). A gas–water mixture is pumped through a plate made from a material characterized by winding pores (capillaries). The pressurized gas passes freely through the plate capillaries. The water is retained in the pores. Ellipse (Geometry). • An ellipse is the locus of all points in a plane such that the sum of the distances to two fixed points is a constant (Fig. 10.9). • The two fixed points are called the focuses of the ellipse. • The line segment with endpoints on the ellipse that passes through both focuses is called the major axis.

Fig. 10.9 An ellipse

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The Power of Science

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Fig. 10.10 An elliptical gong radiates acoustic waves having a permanent oscillation frequency

• The line segment with endpoints on the ellipse that is the perpendicular bisector of the major axis is called the minor axis. • The sum of the distances from any point on the ellipse to the focuses equals the major axis's length. An application of the Ellipse. Example 10.8 Elliptical gong radiates acoustic waves (Fig. 10.10). A gong is made of a thin bronze or copper plate and is shaped like an ellipse. Recesses mark the ellipse focuses. One of the focuses is struck with a drumstick. This focus becomes a source for generating acoustic waves. The waves propagate toward the gong edge that reflects them toward the other focus. The reflected waves gather in this focus. Then the waves propagate back similarly. This cycle repeatedly continues until the acoustic oscillations die away. The sum of distances from any gong periphery point to the ellipse focus is constant. As a result, all waves travel over the same distance. Because of this, the oscillation frequency of the acoustic waves stays constant. It allows the gong to produce a sound corresponding to a predetermined desired pitch consistently. Sphere or ball (Geometry). Example 10.9 A sphere is created by rotating a circle around its diameter. An application of the Sphere. Emergency shutdown of a pipeline with a ball (Fig. 10.11). A ball is positioned in a cavity perpendicular to the flow at the pipe's neck to create an emergency shut-off element. A hollow piston is under the ball. In an emergency, the piston moves up and pushes the ball out into the pipe. The flowing liquid moves the ball and presses it tightly to the neck. Any section of the ball forms a circle. The ball will always (irrespective of its orientation) fit the pipe's round neck and create a seal.

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Fig. 10.11 A ball closes a pipeline in an emergency

Sinusoid (Geometry). Periodic processes that follow a sine law or cosine law are called harmonic oscillations. Some applications of the Sinusoid. Example 10.10 Sinusoidal trajectory detects drunk drivers (Fig. 10.12). The driver must drive a motor vehicle along a curved trajectory. A sinusoid may form such a trajectory. They are driving a motor vehicle along with a sinusoidal curve demands maximum attention and concentration from the driver. The higher the driver’s blood alcohol level, the higher the automobile's deviation from the sinusoidal trajectory. Example 10.11 Generation of first-order diffracted rays (Fig. 10.13). Three parallel light beams propagating at a small angle are used in heads of optical disk systems. Diffraction gratings having parallel grooves of the rectangular cross section are used to produce light beams. These gratings produce unnecessary high-order diffracted rays. As a result, it is impossible to achieve the maximized use of a laser beam. A sinusoidal diffraction grating can be used to produce three diffracted beams. A parallel laser beam is an incident on the sinusoidal diffraction grating. The sinusoidal diffraction grating can generate only first-order diffracted

Fig. 10.12 Sinusoidal trajectory detects drunk drivers

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Fig. 10.13 A sinusoidal diffraction grating generates only first-order diffracted rays

rays. Therefore, the light passed through the grating consists of three rays: two first-order diffracted rays and a non-diffracted ray. Unnecessary high-order diffracted rays are not produced.

10.2

The Scientific Knowledge Database

Imagine we have a library of all accumulated scientific knowledge and suppose we have a problem. How can we determine which effect(s) should be selected to solve the problem? In this case, we, as inventors, do not need science in its “pure” form, but science is connected to engineering applications. The TRIZ developers were forced to solve a very complicated challenge— selecting the right scientific problem-solving effects. Altshuller and his team chose the language of functions as a typical scientific idiom and a technique for bridging science and technology. In the Scientific Effects Database published in Invention Machine (Goldfire software), a unique Functional Navigation System allows natural selection of proper Scientific Effects for almost any problem. In the 19 volumes of Mc-Graw Hill’s Encyclopedia of Sciences & Technologies, we find descriptions for 897 Scientific Effects and phenomena. The Goldfire Scientific Effects Database is by far the most massive known Scientific Effects library. It continues to grow, but as of 2011, it described over 2,800 unique Scientific Effects and over 7,400 of their engineering applications. Each effect is presented with animated descriptions, formulas, and references.

10.2.1 The Functional Navigation System for Effects Selection The Functional Navigation System for effects selection was created to select effects by the functions they perform. All the effects are organized into groups of functions and separated into three parts: fields, parameters, and substances. Each group of functions contains one or more functions (Fig. 10.14).

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Fig. 10.14 Functional Navigation System for effects selection

A few simple examples show how to use the Functional Navigation System to find appropriate effects for creating concepts. Example 10.12 Find effects that help to “absorb sound” (Fig. 10.15). Step 1. Go to “Fields” (because “sound” is a field) and open “Field: Absorb.” Step 2. Open “absorb mechanical and sound waves” because “sound” belongs to this group of fields. Step 3. Open the group of effects for “absorb sound.” Step 4. Select proper effects from the 30 suggested under “absorb sound.”

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The Scientific Knowledge Database

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Fig. 10.15 A four-step procedure for selecting effect(s) for “how to absorb sound.”

Example 10.13 Find effects to help “prevent liquid leakage” (Fig. 10.16). Step 1. Go to “Substance” (because “liquid” is a substance) and open “Substance: Prevent.” Step 2. Open “prevent liquid substances” because “liquid” belongs to this group of substances. Step 3. Open the group of effects to “prevent the flow of liquid.” Step 4. Select proper effects from the 38 suggested under “prevent the flow of liquid.” How Effects are Connected to Appropriate Places in the Functional Navigation Structure. Using the example of the Ranque effect (Fig. 10.17), a vortex tube separates compressed gas into hot and cold streams. It has no moving parts. An input gas flow is fed tangentially into a vortex tube through an input duct. The gas flow twists inside the tube. The gas near the tube's axis cools, while the gas near the tube heats walls. It gives rise to a temperature difference between the input gas flow and the cold gas flow at the tube output's central part.

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Fig. 10.16 A four-step procedure for selecting effect(s) for “how to prevent liquid leakage.”

Fig. 10.17 Structure of the Ranque effect where input gas flow is converted into two output gas flows the first flow with higher temperature, the second one with a lower temperature than the input gas temperature

10.2

The Scientific Knowledge Database

225

Two types of functions characterize each effect: • Input function describes the function that must be performed to produce the effect • Output function describes the function that is performed by the effect or example For the Ranque effect, the input function is to produce gas flow. The Ranque effect creates more than one output function: decrease the temperature of the gas, increase the temperature of the gas, create a gradient of temperature. These output functions connect the Ranque effect to the right places in the Functional Navigation System. Output functions can be defined for any effect. Therefore, any effect can be connected with the appropriate place(s) in the Functional Navigation System structure. Homework Assignments. 1:1 Use Scientific Effects for concept creation for one of the systems (exercises 8– 1–8–6). An instructor will select one of these systems individually for each of the learners. Exercise 10.1 Bulging walls of a museum (Fig. 10.18). In the early nineteenth century, the foundation of one of the museums in Paris settled, and the walls of the museum became curved. Napoleon ordered an investigation and restoration of the walls. Describe Scientific Effects that would have helped Napoleon solve this problem. Exercise 10.2 Vessel with water (Fig. 10.19). A vessel having water is built in the ground. The height of the vessel is about 30 feet. The water temperature at the top is +120°F and at the bottom is +50 °F. It is necessary to keep the uniform temperature of the water column in the vessel. It is not possible to use electrical energy, fuel. Imagine that this vessel is below the lunar

Fig. 10.18 The bulging walls of the museum needed to be restored

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Fig. 10.19 There is a significant temperature difference between the top and bottom of a large vessel filled with water, but it must be uniform

surface. The water is heated on the top and cooled at the bottom is out of the given situation’s scope. The use of electrical energy, fuel, or workers is not a workable way. The answer must be something almost ideal but real. Exercise 10.3 The direction of water flow (Fig. 10.20). A metallic pipe transports water. The pipe is not transparent, so visual observation of the interior of the pipe is impossible. It is necessary to define the direction of the water flow. Drilling holes in the pipe or applying any other mechanical actions is not practical. Exercise 10.4 Pit for house footing (Fig. 10.21). It is wintertime, and the ground is frozen as solid as a rock. It is necessary to dig a pit for a house footing in the frozen ground. To use powerful modern technology is very expensive. It is not possible to use explosives. Propose alternative solutions that will change the frozen ground into loose soil without using expensive equipment.

Fig. 10.20 The direction of water flow in the pipe must be defined

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Fig. 10.21 Convert frozen ground into loose ground

Fig. 10.22 A metallic box with a transparent window is filled with an unknown gas

Exercise 10.5 Unknown gas (Fig. 10.22). An isolated metallic box camera with a transparent window has unknown gas. It is necessary to identify this gas. It is not possible to open the metallic box. Exercise 10.6 The internal cavity is larger than the inlet hole (Fig. 10.23). A railroad tie design (made with reinforced concrete) contains blind holes. Dimensions of the inlet of the hole are smaller than the dimensions of the internal part. It is a very costly operation with multi-component devices and a team of seven workers. It is necessary to find a cheap and effective solution for the creation of these holes.

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Fig. 10.23 Railroad tie made from reinforced concrete

Acknowledgements The author would like to again acknowledge the Invention Machine Corporation for sharing examples from Goldfire software in this chapter

Substance–Field Modeling and Analysis

11

In this chapter, we will explore the concept of substance–field analysis. The substance–field analysis is a language of the System of Standard Solutions. The substance–field analysis is an integrated part of 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 the Standard(s) selection. Although substance–field analysis shares a visual resemblance with function analysis, the difference is simple. Substance–field analysis (and substance–field modeling) is recommended for use with problem modeling and analysis. In contrast, functional analysis (and functional modeling) is recommended for system modeling and analysis. Objectives By the end of this unit, participants will be able to 1. Understand how the substance–field model (S–F model) describes problems and their possible solutions in an abstract graphic form. 2. Perform substance–field analysis (S–F analysis) using different types of interactions between components of S-F models. 3. Compare S–F analysis with functional analysis.

11.1

Substance–Field Modeling and Analysis

The substance–field model has two groups of components that interact with each other. First part group: Substances The substance can be any material thing, such as a molecule, water, gas, sand, computer, pen, car, dog, moon, wheel. © Shanghai Jiao Tong University Press and Isak Bukhman 2021 I. Bukhman, Technology for Innovation, Management for Professionals, https://doi.org/10.1007/978-981-16-1041-7_11

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Second part group: Fields The field 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, etc. A complete list of fields is found in Section “Resources of fields” in Chap. 9. 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 has three necessary components (Fig. 11.1): 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 substances. If there are fewer than three necessary components, the model does not stand for a working system. We will use different types of arrows, which will be interactions between components of substance–field models: Absent action/function Useful action/function Insufficient action/function Harmful (useless) action/function Excessive action/function

Fig. 11.1 The substance–field model contains three basic components: substance S1 (a tool), substance S2 (a product), and field F. Substance–field models can describe situations, problems, and solutions

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Substance–Field Modeling and Analysis

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Fig. 11.2 Substance–field model of the situation where Galina sits on a chair

Example 11.1 Isak’s wife Galina sits on a chair (Fig. 11.2) This system is a complete substance–field model and is workable. In this case, the chair is the tool S1, Galina is the product S2, and the gravitational field F holds both. Example 11.2 The process of cleaning teeth (Fig. 11.3) The toothbrush (bristle ends) is tool S1, the teeth are product S2, and a mechanical field (brushing) is the field of S1 and S2 interaction. In Examples 11.1 and 11.2, 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. It can be done by analyzing the current situation’s substance–field model 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 the substance–field analysis of this model simultaneously. The analysis of interactions between components is the right way to recognize all problems of the given situation. Take the example of the substance–field model of cleaning teeth (Fig. 11.4).

Fig. 11.3 Substance–field model of cleaning teeth

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Fig. 11.4 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

• “Cleans” is a useful function, but we are not happy 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. Example 11.3 An automobile piston is subjected to considerable thermal and mechanical loads. It enhances the oxidation of the piston surface. Oxidation reduces the durability of the piston (Fig. 11.5).

Fig. 11.5 Oxidation of the piston surface in an aggressive oxygen/acid/fuel medium

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Substance–Field Modeling and Analysis

233

Fig. 11.6 The substance–field model and analysis of a piston’s surface oxidation where the function “oxides” is harmful and should be eliminated or reduced

Now we have a good description and picture of the problem and are ready to create a substance–field model and perform substance–field analysis (Fig. 11.6). In this case, the interaction between oxygen, acid, fuel (S1), and the piston’s surface (S2) is harmful (oxides) and should be eliminated or reduced. One solution (Fig. 11.7) is to deposit a film onto the piston surface to improve its oxidation resistance. 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.

Fig. 11.7 The substance–field model’s transition and analysis of a problem (piston’s surface oxidation) to the substance-field model of a solution where a new substance S3 (nickel alloy film) is introduced between S1 and S2

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Fig. 11.8 Naturally radioactive isotopes present in the ceramic packages of microchips cause damage

The idea of this Solution: a new, foreign substance (nickel alloy film) S3 is introduced between S1 and S2 Example 11.4 Alpha particle-emitting ceramic cover Naturally radioactive isotopes are present in the ceramic packages of microchips. This radiation (alpha particles) can affect electronic devices’ operation (Fig. 11.8). The interaction between radioactive isotopes (S1) and microchips (S2) is harmful (damages) and should be reduced or eliminated (Fig. 11.9). A solution (Fig. 11.10) puts a protective cover on the ceramic body inside the surface. The alpha particle’s kinetic energy is sharply reduced inside an organic polymer layer situated on the inside package surface. As a result, the alpha particles are stopped in that layer and do not penetrate the microchip. The idea is that a new substance, S3 (a protective cover), is introduced between S1 and S2.

Fig. 11.9 Substance–field model and analysis of chip damage where the function “damages” is harmful and should be eliminated or reduced

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Substance–Field Modeling and Analysis

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Fig. 11.10 The substance–field model’s transition and analysis of the problem to the substance– field model of a solution where a new substance S3 (a protection layer) is introduced between S1 and S2

Example 11.5 Ferromagnetic valve A magnetic valve closes an airflow passage. The magnetic field is generated by a solenoid (a coil of wire with a current flowing through it). The design is unreliable since it does not assure a tight fit between the movable parts. Airflow is not stopped completely (Fig. 11.11). Performance and quality of interaction between the magnetic valve (S1) and airflow (S2) should be improved because the valve needs to be airtight (Fig. 11.12).

Fig. 11.11 The magnetic valve does not completely stop airflow

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Fig. 11.12 The substance–field model and analysis of incomplete airflow stoppage where the function “stops” is insufficient and should be improved

Fig. 11.13 The transition from the substance–field model and analysis of the problem to the substance–field model of a solution

One solution (Fig. 11.13) is to make the valve by placing ferromagnetic powder between two grates in the airflow passage. When acted on by a magnetic field, the powder aligns with the field and becomes compacted. It increases the pneumatic resistance. The magnetic field intensity controls the pneumatic resistance enabling airflow to be controlled.

System of Standard Solutions

12

In this chapter, we will explore the concept of the System of Standard Solutions. There are millions of different problems among the thousands of different systems 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 standing for possible solutions. That is, the main idea of Standard Solutions, and every Standard Solution represents one of such pairs of graphical models. The System of Standard Solutions is a TRIZ tool for solving similar, standard problems, and very complicated problems. Standard Solutions are not related to specific technology areas and help transfer effective solutions from one branch of technology to another. Genrich Altshuller (Altshuller 1988, 1996; Bukhman 2012) and his TRIZ team found and documented 76 Standard Solutions and organized them into five distinct classes: Class 1

Class 2

Class 3 Class 4 Class 5

Creation, transformation, and elimination of elementary (simple) substance–field models include two groups and 13 standards and 2 sub-standards. Substance–field model development includes 4 groups and 23 standards (2 of them, 2.4.10 and 2.4.11, are not included in this book) and 14 sub-standards. Transition to super-system and micro-level includes 2 groups and 6 standards. Standards of measurement and control of systems (and in systems) includes 5 groups and 17 standards Guidelines for the use of Standard Solutions include 5 groups and 17 standards and 9 sub-standards.

A description of almost every Standard Solution contains two parts (Fig. 12.1):

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Fig. 12.1 Structure of a typical Standard Solution description

1. Description and graphic model of a problem where this particular standard is recommended for use 2. A recommendation and graphic model of how to transform a problem into a possible solution. Objectives By the end of this chapter, participants will be able to 1. Understand and describe the structure of a typical Standard Solution description. 2. Understand and explain the functionality and purpose of the first two classes of standards and their groups of standards 3. Interpret the transition from the S–F model of the existing problem to the S–F model of a solution 4. Create and analyze the S–F model of a given problem to transition to the proposed solution's S–F model using one of the proposed standards from the first two classes of standards. 5. Understand and explain the functionality and purpose of the last three (3–5) classes of standards and their groups of standards 6. Understand and explain Class 5 standards’ unique role in removing the “unnecessary/extra” fields and substances in a created solution.

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7. Create an S–F model for the given problem and solve this problem using selected standards from classes 1 to 4. 8. Use more than one standard to create more than one solution for the given problem. 9. Use a trend of standards to create a more developed solution(s) 10. Use Class 5 standards for removing “unnecessary/extra” fields and substances in created solution(s). We will use different types of arrows, which will stand for interactions between components of S–F models: Absent action/function Useful action/function Insufficient action/function Harmful (useless) action/function Excessive action/function The following are the standards, distributed in classes and groups; each is illustrated with an example.

12.1

Standards of Class 1

Standards of Class 1 propose solutions based on the creation, transformation, and destruction of elementary (simple) S–F models. Class 1 includes 2 groups, 13 standards, and 2 sub-standards: Group 1.1 Creation and transformation of S–F models Group 1.2 Destruction of harmful interactions (functions) in S–F models Group 1.1 Creation and transformation of S–F models—8 standards and 2 sub-standards. The central concept of this group is represented by Standard 1.1.1: A workable system creation that requires the transition from an incomplete S–F model to a complete S–F model. Frequently, the creation of S–F models meets with problems related to constraints of the substances and fields involved. Standards 1.1.2—1.1.8 show typical approaches to working around these constraints. Standard 1.1.1: Creation of the S–F models (Fig. 12.2). If a product cannot be easily changed and there are no constraints associated with introducing a new substance or field to the operation, the problem may be solved by the S–F model created by the introduction of the missing element(s).

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Fig. 12.2 When a product or system is challenging to change, a new substance or field to the operation can be incorporated, transitioning from an incomplete S–F model to a complete S–F model

Fig. 12.3 The transition from an incomplete S–F model to a complete S–F model of a solution using wind as the field for the blades’ rotation

Example 12.1 Turbine (Fig. 12.3). Problem Danish engineers had designed an excellent three-blade turbine. Their problem was to find an appropriate field to turn the blades. The blades’ purpose is to rotate a shaft connected to a generator that makes electricity. Solution Wind energy was selected as a field available to rotate blades. Standard 1.1.2: Internal complex S–F model (Fig. 12.4). If a given S–F model cannot be easily changed, and there are no constraints associated with introducing additives into existing substances S1 and S2, the problem may be solved by the transition (regularly or temporary) to an internal complex S–F model by introducing additives into S1 or S2, which increase controllability or apply required properties to the S-field model.

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241

Fig. 12.4 Transition to internal complex S–F model incorporating additives to increase controllability or needed properties

Example 12.2 Firefighting (Fig. 12.5). Problem A fire in a pressurized compartment such as those found on a plane or submarine is fought using nitrogen. There is considerable consumption of nitrogen and toxic conditions can develop. Solution Add finely atomized water to the nitrogen jet. The nitrogen–water aerosol fights fire perfectly well, and the nitrogen consumption is reduced by 40%. Toxic conditions are also reduced. Standard 1.1.3: External complex S–F (Fig. 12.6). If a given S–F model cannot be easily changed and there are constraints associated with introducing additives onto existing substances S1 and S2, a transition can solve the problem (regularly or temporary) to an external complex S–F model by the introduction of external additives S3 onto S1 or onto S2, which increase controllability or apply required properties to the S–F model. Example 12.3 Improved air cooling (Fig. 12.7). Problem Hot air is cooled by passing it through a cold tube. Diaphragms in the tube tend to retard airflow, and the inner walls do not contact and cool the air sufficiently. Solution to introduce spherical baffles into the airflow. The balls create airflow turbulence intensifying the heat transfer. Standard 1.1.4: External environment S–F module (Fig. 12.8). If a given S-field model cannot be easily changed, and there are constraints associated with introducing internal and external additives, the problem could be solved by using the free environment as an introduced substance.

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Fig. 12.5 Transition to an internal complex S–F model using finely atomized water as an additive for nitrogen

Fig. 12.6 Transition to external complex S–F model incorporating additives to increase controllability or needed properties

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243

Fig. 12.7 Transition to external complex S–F model using a ball as an additive in a tube

Example 12.4 Improving electrode contact (Fig. 12.9). Problem A portable grounding electrode consists of a water-filled reservoir with a porous bottom. The water seeps too quickly into the ground, so the reservoir must be refilled often. Solution Add a layer of fine conductive powder between the ground and the porous bottom. The moistened powder hinders the infiltration of water into the ground without raising electrical contact resistance. The time between refills is increased. Standard 1.1.5: External complex S–F model with additives (Fig. 12.10). If an environment does not have substances necessary to create an S-field by Standard 1.1.4, a substance can be introduced into the environment by replacing or introducing additives into the environment. See also Standard 5.1.1.9 Example 12.5 Wood modification (Fig. 12.11). Problem Wood is impregnated with a liquid monomer compound. It is then placed in an oven and heated. The process of polymerization occurs throughout the volume of the wood. When heated, the monomer compound intensively evaporates from the wood. Solution Place saturated vapors of the monomer compound around the wood during heating. The saturated vapors soak in as the monomer evaporates, keeping equilibrium. Polymerization occurs uniformly throughout the wood volume.

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Fig. 12.8 Transition to internal or external complex S–F model by using the available environment as an introduced substance

Standard 1.1.6: Minimal (dosed, optimal) operating mode (Fig. 12.12). If a minimal (dosed, optimal) operating mode is required, and its provision is difficult or impossible under the problem's conditions, use a maximum operating condition and remove field or substance excess. In this case, a substance removes field excess, and a field removes substance excess. Triple arrows point to the disproportionate effect.

12.1

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245

Fig. 12.9 Transition to internal complex S–F model adding the conductive powder to the environment for porous bottom

Fig. 12.10 Introducing the substance into the environment by replacing or incorporating additives into the environment

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Fig. 12.11 Introducing the monomer's saturated vapors into the oven environment, thereby introducing equilibrium and allowing polymerization to occur uniformly throughout the wood volume

Fig. 12.12 A substance removes field excess, and a field removes substance excess

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247

Fig. 12.13 Using centrifugal force to evenly and thoroughly remove excess paint

Example 12.6 Cylinder and Paint (Fig. 12.13). Problem A brush paints a cylinder. The paint coat is thin and of good quality, but this process's productivity is very low. Solution The cylinder is excessively coated by immersion into a tank with paint. The cylinder is then spun quickly to remove the excess paint with centrifugal force. Standard 1.1.7: Maximal operating mode (Fig. 12.14). If a maximal effect on substance should be provided, but it is inadmissible for some reason, the maximal effect should be preserved and must be directed to another substance connected with the first one. Example 12.7 Suppressing fire on a flammable fluid (Fig. 12.15). Problem A reservoir filled with flammable fluid is equipped with a foaming compound in a separate container. If a fire occurs, the compound heats up, foams, and extinguishes the fire. The foam generated inhibits the foaming agent by insulating it from heat. Solution Place a heat exchanger between the flame and the foaming agent. The heat exchanger readily conducts heat through the foam. The foaming agent heats up intensively, producing a large amount of foam. An overhead plate forces the foam to flow sideways and prevents the heat exchanger from being fully insulated by the foam. Standard 1.1.8: Selective-maximal-minimal operating mode If a selective-maximal-minimal mode is required (a maximum mode in some particular zones while preserving a minimum one in others), a field should be either maximal or minimal.

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Fig. 12.14 If necessary, the maximal effect must be preserved and directed to another substance connected with the first one for the solution

Fig. 12.15 The heat exchanger and overhead plate are placed between the flame and the foaming agent to intensify the foam's applied heat and control direction

Sub-Standard 1.1.8.1: Selective-maximal-minimal operating mode (Fig. 12.16). If a minimal mode is required in some particular places, a protective substance should be introduced into places where a minimum effect is required. Example 12.8 Cutting brittle material (Fig. 12.17). Problem A diamond wheel cuts parts made of brittle material. The cutting quality is low because cracks develop in the cutting zone.

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249

Fig. 12.16 The protective substance is introduced into places where a minimum effect is required

Fig. 12.17 Epoxy resin accepts tooling stress cracks, preventing brittle material from cracking

Solution Form an opening along the part axis and fill it with a hardening compound (e.g., epoxy resin). During cutting, cracks develop in the resin. The cutting quality is improved. Sub-Standard 1.1.8.2: Maximal mode in some places (Fig. 12.18). If a maximal mode is required in some particular places, a substance, which produces a local field, is introduced into places where a maximal effect is required. For instance, thermite compositions for a heating effect, explosive materials for a mechanical effect. Example 12.9 Uniform electric arc welding (Fig. 12.19). Problem A powder additive is placed in the gap between parts to be arc-welded. It is difficult to ensure uniform melting of the powder. Solution Introduce a layer of an exothermic substance under the powder. This substance liberates more heat, fully melting the powder during welding.

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Fig. 12.18 The substance, which produces a local field, is introduced into places where a maximal effect is required

Fig. 12.19 An exothermic substance’s layer liberates more heat, fully melting the powder during welding to ensure uniform welding of powder

Group 1.2 Elimination of harmful interactions (functions) in S–F models—5 Standards. Group 1.2 includes Standards for eliminating harmful interactions (functions) in S– F models by removing or neutralizing. The main concept of this group is to mobilize the necessary elements by using available S–F resources. The actual application is Standard 1.2.2, where the function of a new substance is caused by using an available but modified substance existing in the model.

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251

Fig. 12.20 When direct contact between substances is unnecessary, a third, foreign substance (costless or inexpensive) is introduced between two substances

Standard 1.2.1: Harmful interaction (function) removal by addition of a new substance (Fig. 12.20). If useful and harmful actions are associated with the interaction of two substances in a S–F model where preservation of direct contact between substances is not necessary, the problem can be solved by introducing a third foreign substance (costless or inexpensive) between these two substances. Example 12.10 Nickel alloy improves oxidation resistance (Fig. 12.21). Problem An automobile piston is subjected to considerable thermal and mechanical loads. It results in oxidation of the piston surface. Oxidation reduces the durability of the piston.

Fig. 12.21 The nickel alloy film is introduced between S1 and S2

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Fig. 12.22 When direct contact between substances is unnecessary, a modified third substance (preferably already available to the model) is introduced between two substances

Solution Deposit a film onto the piston surface to improve oxidation resistance. Metals such as nickel-based alloys may serve as the film material. This solution aims to introduce a new, foreign substance (nickel alloy film) S3 between S1 and S2. Standard 1.2.2: Harmful interaction (function) removal by modification of the existing substances (Fig. 12.22). If useful and harmful actions are associated with the interaction of two substances in a S–F model where preservation of direct contact between substances is not necessary, and the use of a new substance is not possible or helpful, the problem can be solved by introducing a modified third substance (preferably already available to the model) between these two substances. Example 12.11 Protective layer for the pipeline (Fig. 12.23). Problem There are acid slurries with abrasive materials used in the glass-making industry. The slurry is delivered to the equipment through a pipeline. The abrasive material and aggressive acid slurry damage the pipeline. The inner surface of these pipelines needs to be protected. Solution White lime is periodically added to the abrasive acid slurry transported through the pipeline. White lime is alkaline. When it interacts with the acid slurry, a neutralizing reaction occurs. This reaction forms a salt that is difficult to dissolve. The salt precipitates on the inner surface of the pipe and forms a dense layer. The salt layer protects the pipe's inner surface from damage by the abrasive material and the acid slurry. Standard 1.2.3: Switching off the harmful interaction (function) (Fig. 12.24). If a field generates a harmful interaction (function) onto a substance (product), a problem can be solved by introducing the second element, which absorbs harmful effect. Example 12.12 Protecting underground cables (Fig. 12.25). Problem A cable is buried in the soil. Cracks in the earth from a hard frost can damage the cable. Solution Dig trenches in the earth parallel to the cable. The frost heave cracks tend to develop in the trenches, which protects the cable.

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253

Fig. 12.23 A modified third substance (acid slurry with white lime) is introduced between two substances to protect substances from harmful effects

Fig. 12.24 Incorporating a second element to absorb the harmful effect of the field

Standard 1.2.4: Removal of harmful interaction (function) by adding a new field (Fig. 12.26). If useful and harmful actions are associated with the interaction of two substances in a S–F model where preservation of direct contact between substances is necessary, a problem can be solved by the transition to a dual S–F model where the useful action stays beyond F1 and F2 and neutralizes the harmful action (or converts the harmful action into a useful). Example 12.13 Vibrating ultrasonic motor (Fig. 12.27). Problem During the operation of an ultrasound engine, mechanical vibrations affect its retaining device.

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Fig. 12.25 Introducing of trenches absorb the harmful effect

Fig. 12.26 The transition to a dual S–F model results in useful action remaining beyond F1 and F2 and neutralizes the harmful action

Solution Suppress undesirable vibration in the retaining device by exciting anti-resonance mechanical oscillations. More piezoelectric elements create anti-resonance oscillations. The oscillations are excited at the same frequency but in the opposite phase to the mechanical vibrations. As a result, the waves interfere with each other and cancels the destructive effects of mechanical vibrations.

12.1

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255

Fig. 12.27 Suppress undesirable vibration in the retaining device by exciting anti-resonance oscillations by being excited at the same frequency but in the opposite phase to the mechanical vibrations

Fig. 12.28 Using physical effects of force or heat switched off the ferromagnetic properties of substances

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Fig. 12.29 To switch off its magnetic properties, heat the powder above its Curie point

Standard 1.2.5: Turn-off magnetic interaction (Fig. 12.28). If the S-fields model with the magnetic field should be destroyed, the problem could be solved using physical effects, which “switch off” ferromagnetic properties of substances. For instance, a substance's demagnetization can be achieved by hitting it or heating it above its Curie point. Description of Curie point: Each ferromagnetic material has its Curie temperature. The Curie temperature is the temperature at which the ferromagnetic material loses its ferromagnetic properties. Its magnetization sharply decreases. Example 12.14 Welding metal powder to a surface (Fig. 12.29). Problem A metal powder is to be arc-welded to the surface of a part. The arc sets up a magnetic field that forces the powder out of the welding zone. It causes a non-uniform distribution of the powder on the surface. Solution Heat the powder above its Curie point (temperature). The heated powder loses its magnetic properties at the Curie point and is unaffected by magnetic fields in the arc. The quality of the powder coating is improved.

12.2

Standards of Class 2

Standards of Class 2 describe techniques for increasing efficiency for modification problems by initiating minor complications in the system. Class 2 includes 4 groups, 23 standards, and 14 sub-standards: Group 2.1 Transition to complex substance–field models Group 2.2 Forcing of substance–field model Group 2.3 Forcing substance–field models by synchronization of parameters Group 2.4 Transition to Ferro-substance–field models

12.2

Standards of Class 2

257

Group 2.1 Transition to complex substance–field models—two standards and two sub-standards. In this group, the substance–field model's efficiency is increased by changing a simple substance–field model into a complex substance–field model by chaining or duplicating the simple model. The complexity here is relative, in that only small modifications are made to link simple substance–field models to offer new features and strengthen the existing ones. Standard 2.1.1: Chain substance–field models (Fig. 12.30). If the goal is to increase substance–field model efficiency, the problem may be solved by the transformation of one of the substance–field model parts into an independently checked substance–field model, which is then linked to form a chain of substance–field models. Example 12.15: Ship hull cleaning (Fig. 12.31). Problem Algae and sea animals cover a ship's hull over the long period that it is at sea. This layer is porous and very strong. From time to time, the hull must be cleaned. Both mechanical and chemical treatment methods have been used to clean the ship’s hulls. However, it is only possible to use these time-consuming methods when the ship is in dry dock. The process of hull cleaning needs to be simplified. Solution Seawater and an electrical field are proposed for use to clean the ship hull. A stainless-steel cathode is placed underwater at 5–10 cm from the ship’s hull. When an electric field is applied, seawater gets into the crust's pores and works as an electrolyte. This process creates a thin layer of loose, spongy metal between the hull wall's surface and the crust. Removing this molecularly thin layer of porous metal is enough to remove the crust. The time for cleaning the ship hull is decreased, and cleaning can be carried out while the ship is in the water instead of in a dry dock. Sub-Standard 2.1.1.1: Moveable center of gravity (Fig. 12.32). If a system has an object, which moves or must be moved under gravity around some axis and the movement of this object is to be checked, the problem can be solved by the introduction of a substance, which moves under control inside the object and shifts the center of gravity of the system.

Fig. 12.30 The transformation of one of the substance–field model parts into an independently monitored substance-field model is then linked to form a chain of substance–field models

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Fig. 12.31 The complete substance–field model of electrolysis (in dashed frame) is created to replace the scraper S1

Fig. 12.32 Introduction of a substance moving under control inside the object and shifting the system’s center of gravity

Example 12.16 Liquid metering (Fig. 12.33). Problem A metering ladle is filled with liquid. When the center of gravity moves because of the weight of the liquid, the ladle becomes unbalanced. A specific quantity of liquid pours out; then, the ladle is balanced again. Some of the liquid stays in the ladle when the balance between the ladle and the counterweight is restored, Solution Augment the counterweight with a free-rolling ball. When the ladle tips, the ball changes position, changing the center of gravity of the ladle. As a result, the liquid has more time to pour out. The ball rolls back when the ladle is balanced again.

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259

Fig. 12.33 Augment the counterweight with a free-rolling ball. When the ladle tips, the ball changes position, changing the center of gravity of the ladle, keeping it in a position that allows the liquid more time to pour out. The ball rolls back when the ladle is balanced again

Sub-Standard 2.1.1.2: Deployment of connections in substance–field models (Fig. 12.34). The chain substance–field model could also be formed by the deployment of connections in the substance–field model. Example 12.17 Detection system (Fig. 12.35). Problem Detection systems are used to detect and find hostile weapon fire. Such a system uses either an acoustic or optical detection method. The acoustic system commonly includes an array of microphones, while the optical system commonly contains an infrared camera. The two types of systems are used independently. A purely acoustic system has low accuracy, while a purely optical system has a limited view and generates many false alarms. To correlate the output of the two systems takes much time. As a result, the total time of detection is long. Solution Combine the acoustic and optical detection systems into one system using a processor. The processor coordinates the operation of the acoustic and optical detection systems. As a result, the detection time shortens with increased accuracy. Standard 2.1.2: Dual S-Fields Models (Fig. 12.36). Poorly controlled S-field can be improved (there are constraints associated with replacing the S-field elements) by creating the dual S-field via the second controllable field’s introduction.

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Fig. 12.34 Chain substance–field model formed by creating connections in the substance–field model

Fig. 12.35 Advantage of shorter detection by combining acoustic and optical detection systems

Example 12.18 Dynamic seal (Fig. 12.37). Problem A flexible envelope that has fluid with no changeable viscosity seals a shaft-case joint. Because the viscosity is constant, there is no control over the degree of sealing. Solution Use an electro-rheological fluid and electrical field. Applying voltage changes the electro-rheological fluid's viscosity, and the degree of joint sealing can be controlled.

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Standards of Class 2

261

Fig. 12.36 Creation of the dual S-field via the introduction of the second controllable field

Fig. 12.37 Varying voltage changes the electro-rheological fluid's viscosity, and the degree of joint sealing can be controlled

Group 2.2 Forcing of the substance–field model—six standards and six sub-standards. This group’s general concept is to increase the efficiency of simple and complex substance–field models without introducing new fields and substances. It can be done using available substance–field resources.

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Fig. 12.38 Replacing the uncontrolled (or poorly controlled) operating field for a well-controlled field

Standard 2.2.1: Increasing of field’s controllability (Fig. 12.38). Substance–field model efficiency could be improved by replacing the uncontrolled (or poorly controlled) operating field for a controlled (well controlled) field, e.g., by gravitation field replacing a mechanical one, mechanical field replacing an electric one. Example 12.19 Electric field accelerates the ripening of cheese (Fig. 12.39) Problem Conventionally, cheese ripens over a period from a few weeks to several months. Long ripening periods make ripened cheese expensive. Solution Place the first cheese product in an electric field during the ripening period. When the cheese ripens, complex chemical reactions continue in it. One of the main reactions is the interaction of charged protease molecules with a casein network, forming charged peptides of cheese. The electric field supplies the protease molecules to local reaction zones, free areas of the casein network. The field simultaneously removes the peptide molecules from the reaction zones. It increases the reaction rate, decreasing the ripening period of the cheese. Standard 2.2.2: Tool Fragmentation (Fig. 12.40). S-field model efficiency can be improved by increasing tool fragmentation/segmentation. Example 12.20 Butt-joint welding (Fig. 12.41). Problem In butt-joint welding, the metal foil is fed into the gap between the parts being welded. The foil does not penetrate the gap, and the weld quality is poor. Solution Use a metal powder in the gap. The powder penetrates the gap. The powder composition may easily be changed by introducing additives as needed. Standard 2.2.3: Transition to Capillary-Porous Materials (Fig. 12.42). A special case of substance fragmentation is a transition from solid substances to capillary-porous substances. This transition is carried out along the following line: solid substance -> solid substance with one cavity -> solid substance with many cavities (perforated substance) -> capillary-porous substance (CPS) -> capillary-porous substance with a definite structure (and dimensions) of pores.

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263

Fig. 12.39 Replacing the time-based ripening “field” for a well-controlled electrical ripening “field.”

Fig. 12.40 Tool fragmentation

Along this line of development, the possibility of using a liquid substance in cavities pores is increased as well as using physical effects. Example 12.21 Gear lubricant feed means (Fig. 12.43). Problem The lubricant is supplied to gear teeth through oil passages in the wheel. The passages can get choked and do not feed the lubricant. The passages make the gear-wheel design more complex.

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Fig. 12.41 The powder penetrates the gap. The powder composition may easily be changed by introducing additives as needed

Fig. 12.42 The transition from solid substances to the capillary-porous substances

Solution Feed the lubricant more uniformly through capillary-porous material. The gear has capillary-porous material around it. The material supplies lubricant reliably and does not complicate the gear-wheel design. Standard 2.2.4: Transition to dynamic (flexible) substance–field models. The efficiency of the substance–field model can be improved by transitioning to a more flexible system structure. Sub-Standard 2.2.4.1: Transition to a dynamic substance (Fig. 12.44). Transition to a flexible S1 (tool) usually starts with dividing the tool into two joined parts. The transition to a more flexible structure proceeds from a single joint to many joints, a field. Example 12.22 Therapeutic bed (Fig. 12.45). Problem Therapeutic beds are used for long-term therapy of bedridden patients. A conventional therapeutic bed can cause decubitus ulcers, or bedsores, on the skin of a patient.

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265

Fig. 12.43 Feed the lubricant more uniformly through capillary-porous material

Solution Provide a therapeutic bed with flexible beams. Each beam is in contact with cams fastened on a shaft. When the shaft rotates, the cams shift the beams, which thus start traveling as a wave. This motion of the beams massages the patient improves blood circulation and prevents the formation of ulcers. Sub-Standard 2.2.4.2: Transition to the dynamic field (Fig. 12.46). Field dynamization in an elementary case proceeds by transitioning from a constant action of a field (or F together with S1) to a pulse action. Example 12.23 Adaptive support (Fig. 12.47). Problem The clutch transmits rotation because it presses the driving disks to the driven disks. Strong compression of the disks when the clutch is engaged leads to significant inertial loads. Solution To apply a compressive force by pulses during clutch engagement. The driven masses are smoothly accelerated. High inertial loads are avoided. Sub-Standard 2.2.4.3: First type of phase transitions (Fig. 12.48). The first type of the phase transitions: a transition between liquid, solid, and vapor states, water freezing or ice melting, for example. Example 12.24 Ecology-Friendly Engine (Fig. 12.49). Problem Fuel combustion is incomplete when a finely atomized fuel is injected into a cylinder.

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Fig. 12.44 The transition to a more flexible structure

Fig. 12.45 The therapeutic bed with flexible beams increases movement, enhancing patient circulation

Fig. 12.46 The transition from a constant action of a field to a pulse action

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Standards of Class 2

267

Fig. 12.47 Pulsing a compressive force during clutch engagement decreases high inertial loads

Fig. 12.48 The transition between liquid, solid, and vapor states, water freezing or ice melting

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Fig. 12.49 The transition from finely atomized fuel to a gaseous fuel increases the efficiency of combustion

Solution Inject fuel in a gaseous form. Gasoline is fed into the built-in evaporator of an exhaust system. As a result of thermochemical reactions, the gas decomposes into methane and carbon monoxide. This mixture efficiently burns in the engine cylinders and decreases toxic emissions as well. Sub-Standard 2.2.4.4: Second type of phase transitions (Fig. 12.50). A second type of the phase transitions: transition under different conditions, the effect of “shape memory” and bimetallic effect, for example. Example 12.25 Bimetallic fastener (Fig. 12.51). Problem Wall panels in ships are fastened to beams using metal fixtures. The fastening fixtures are unreliable in a fire. Solution Make a fixture and beam using bimetallic material. In a fire, the fixture and the beam deform, producing an added holding force that supports the panels. Ship fire resistance is increased. Standard 2.2.5: Fields Transformation (Fig. 12.52). The efficiency of the S-Field model could be improved by transition: a. From homogeneous fields to heterogeneous fields b. From fields having a non-arranged structure to fields with arranged spatial– temporal structure (permanent or temporary).

12.2

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269

Fig. 12.50 Transition under different conditions, the effect of “shape memory” and bimetallic effect as an example

Fig. 12.51 Making a fixture and beam using bimetallic material increases holding force when heated

Example 12.26 Ultrasonic surgical instrument (Fig. 12.53). Problem An ultrasonic surgical instrument, for example, a surgical knife or a drill, is used to cut tissue in surgery. An ultrasound generator applies ultrasound pulses to such an instrument. Commonly, the generator creates ultrasound pulses continuously. A surgeon manually switches the pulses on and off. A continuous series of ultrasound pulses can cause an ultrasonic surgical instrument to overcut a tissue.

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Fig. 12.52 The transition from homogeneous fields to heterogeneous fields or/and from fields having a non-arranged structure to fields with arranged spatial–temporal structure

Fig. 12.53 The control unit breaks the continuous series into short series separated by pauses

Solution Use a control unit that interrupts a continuous series of ultrasound pulses created by an ultrasound generator. The control unit breaks the continuous series into short series separated by pauses. It reduces the possibility of overcutting tissue and helps the control of the instrument by a surgeon.

12.2

Standards of Class 2

271

Standard 2.2.6: Substances Transformation. Sub-Standard 2.2.6.1: Transition from homogeneous substances to inhomogeneous substances (Fig. 12.54). The efficiency of the S-field model could be improved by the transition from homogeneous substances to inhomogeneous substances. Example 12.27 Evaporating model (Fig. 12.55). Problem A tunnel with a complicated configuration must be made through a stack of raw cotton. Solution Use cubes of dry ice to create a model of the tunnel. Cover the dry ice with raw cotton until the stack is finished. When both ends of the tunnel model are opened, the dry ice vaporizes and creates the tunnel. Sub-Standard 2.2.6.2: Transition from substances having a disordered structure to substances having a specific spatial structure (Fig. 12.56). The efficiency of the s-field model could be improved by a transition from substances having a disordered structure to substances having a specific spatial structure (permanent or temporary). Example 12.28 Gas laser generator (Fig. 12.57). Problem Lasers using plasma pumping usually have the active gas flowing axially through the laser tube. It leads to local gas flow non-uniformities and laser discharge instability. Solution Make a spiral gas flow in a laser tube. Develop special form channels in the gas input device in front of the laser tube. The gas flow passes through the channels and creates spiral flow inside the laser tube. It improves the gas flow density distribution in the gas tube volume and increases the laser discharge stability. Group 2.3 Forcing substance–field models by synchronization of parameters— three standards and four sub-standards. Instead of introducing new or significant changes to existing substances and fields, this group provides purely quantitative changes of frequencies, dimensions, weight. Thus, a notable new feature can be created with minimum changes in the system.

Fig. 12.54 The transition from homogeneous substances to inhomogeneous substances

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Fig. 12.55 Cubes of dry ice to create a model of the tunnel

Fig. 12.56 The transition from substances having a disordered structure to substances having a specific spatial structure

Standard 2.3.1: Synchronization/anti-synchronization of field–substance frequencies. Sub-Standard 2.3.1.1: Synchronization of field–substance frequencies (Fig. 12.58). The frequency of the field action and self-frequency of the product or tool should be synchronized. Example 12.29 Synchronized Massage (Fig. 12.59). Problem It is necessary to improve the quality of body massage in a chamber with healing mud. Solution An electromechanical transducer that senses heartbeats is connected through a pulse amplifier to a diaphragm pump. The pressure output of the diaphragm to the chamber is pulsed in synchrony with the heartbeats. It stimulates the inflow and outflow of blood in the body.

12.2

Standards of Class 2

273

Fig. 12.57 Spiral gas flow in a laser tube increasing gas flow distribution and laser discharge stability

Fig. 12.58 Synchronization of the frequency of the field action and self-frequency of the product or tool

Sub-Standard 2.3.1.2: Anti-synchronization of field-substances frequencies (Fig. 12.60). The frequency of the field action and self-frequency of the product or tool should be anti-synchronized. Example 12.30 Additional mass reduces vibration amplitude (Fig. 12.61). Problem Air springs are used to dampen the vibrations of the automobile wheels. The air springs are effective over a wide frequency range. However, the springs are susceptible to resonance as the vehicle moves over uneven terrain. Resonance abruptly increases the vibration amplitude of the air spring. Solution Elastic cushion and added masses are attached to the air spring to suppress the vibrations. The added masses are attached to the air spring through the elastic cushion. The mass and the cushion elasticity are selected based on the

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Fig. 12.59 Synchronization of frequencies of the heartbeats and the pulse tool in the chamber for massage

Fig. 12.60 Anti-synchronization of the frequency of the field action and self-frequency of the product or tool

anti-resonance condition. The anti-resonance condition offers effective vibration suppression or impedance. Standard 2.3.2: Synchronization/anti-synchronization of field–field frequencies. Sub-Standard 2.3.2.1: Synchronization of field–field frequencies (Fig. 12.62). Frequencies of the used fields in the complex substance–field models should be synchronized. Example 12.31 Electromagnetic separation of dispersed material (Fig. 12.63). Problem A dispersed material is separated using an electrolytic separation technique. Pulp moving with the electrolyte is exposed to crossed pulsating electric and

12.2

Standards of Class 2

275

Fig. 12.61 An anti-resonance condition offers effective vibration suppression or impedance

Fig. 12.62 Synchronization of frequencies of the used fields in the complex s-fields models

magnetic fields. Electromagnetic convection and vortex formation in the material being separated adversely affect the process quality. Solution Synchronize the electric and magnetic field pulses while alternating their polarity. It reduces convection and vortex formation in the material being separated. The separation process quality is improved.

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Fig. 12.63 Synchronization of electric and magnetic field pulses while alternating their polarity

Sub-Standard 2.3.2.2: Anti-synchronization of field–field frequencies (Fig. 12.64). Frequencies of the fields used in the complex s-fields models should be synchronized. Example 12.32 Vibrating membrane (Fig. 12.65). Problem The membrane of an acoustical–electrical transducer is secured to its housing using identical resilient spokes. Since the spokes have the same resonance frequency, only sounds in a narrow frequency range are reproduced well by the membrane.

Fig. 12.64 Synchronization of frequencies of the fields used in the complex substance–field models should be synchronized

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Fig. 12.65 Spokes with different resonance frequencies accommodate a wider frequency range

Solution Have spokes with different resonance frequencies. Each of the spokes’ resonance frequencies is uniformly distributed over the whole frequency range. Thus, the membrane runs well on the entire range of reproduced frequencies. Standard 2.3.3: Distribution of the incompatible actions in time (Fig. 12.66). If two actions (for example, changing and measurement) are inconsistent, one of the actions can be performed in the intervals between performances of the second act. Example 12.33 Quality of coating (Fig. 12.67). Problem When applying a coating to a part, an electric current is fed in pulses to a powder-melting zone. The primary function of the pulsed electric current is to melt the powder. The primary function of the applied permanent magnetic field is to hold the powder in the deposition zone. The hardness and uniformity of the created coating are not good because the electric current compromises the magnetic field's performance in holding the powder. Solution Apply the magnetic field in pulses that alternate with each pulse of the current; the melting powder coats the surface uniformly, and the coating hardness increases.

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Fig. 12.66 One of the actions can is performed in the intervals between performances of the second act

Fig. 12.67 The magnetic field is applied in pulses that alternate with each pulse of the current to enhance the effects of each while minimizing interference

Group 2.4 Transition to a ferro-substance–field (FS–field) models—12 standards and 2 sub-standards. The forcing of substance–field models can be performed in several standard ways, of which FS–field models are one of the possible ways. FS–field is substance–field models that include a ferro-substance and a magnetic fields. Standard 2.4.1: Transition to FS–field models with ferro-substance (Fig. 12.68). Substance–field system efficiency could be improved by using the ferromagnetic substance and magnetic field.

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279

Fig. 12.68 Using ferromagnetic substance and magnetic field

Example 12.34 Magnetic handling of a wafer during processing (Fig. 12.69). Problem Mechanical grippers are used to hold the silicon wafer during processing. Undesirable cracks on the silicon wafer remain after the mechanical handling. Solution Hold the silicon wafer using a magnetic field. The wafer has magnets attached to it around the edge and in the center. The external magnet is used for levitating, and the central magnet is used for stabilizing. The wafer could be handled by levitation without physical contact. Standard 2.4.2: Transition to ferro-substance-field models with ferro-particles (Fig. 12.70). To improve substance-field models’ controllability, incorporate into or replace one of the substances with Ferro-particles and apply a magnetic field. The trends of evolution for a FS–field model: • for ferro-particles: granules -> powder -> fine-dispersed ferro-particles

• for substance with ferro-particles added: solid substance -> grains -> powder -> liquid

Ferro-substance-fields models repeat a development cycle of substance–field models.

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Fig. 12.69 Controlling the silicon wafer using a magnetic field rather than mechanical eliminates cracking the wafer

Fig. 12.70 Ferro-particles are incorporated into or replace one of the substances, and a magnetic field is applied

Example 12.35 Archery target (Fig. 12.71) Problem An archery target is made from wood. It is short lived because it is easily damaged by arrows piercing it. Solution Use electromagnetic particles and an electromagnetic field for a self-restored target.

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281

Fig. 12.71 Ferro-particles and electromagnetic fields were used for a self-repairing target

Standard 2.4.3: Transition to ferro-substance-field models with magnetic fluids (Fig. 12.72). The efficiency of FS–fields could be improved by using magnetic fluids. Standard 2.4.3 may be considered as an extreme case of Standard 2.4.2 development. Example 12.36 Tuning fork fixture (Fig. 12.73). Problem A tuning fork in a mechanical holder must be repositioned to change its natural frequency. Re-tuning is a time-consuming manual process. Solution Use ferromagnetic liquid in the holder. The solidity of the liquid can be adjusted by controlling a magnetic field. It allows quick, easy re-tuning of the natural frequency and makes it possible to automate the process.

Fig. 12.72 Using magnetic fluids

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Fig. 12.73 Using ferromagnetic liquid in the holder to automate the re-tuning process

Standard 2.4.4: Transition to FS–field models with capillary-porous substance (Fig. 12.74). The efficiency of FS–field could be improved by using substances with a capillary-porous structure. Example 12.37 Porous magnetic cylinder (Fig. 12.75) Problem After wave soldering, any solder remaining is removed from the board with a rotary magnetic cylinder coated with ferromagnetic powder. It is also necessary to supply flux to the surface of the board. Solution Use a magnetic capillary-porous cylinder with flux placed inside. This system performs one added function, and it supplies flux to the board by capillary action.

Fig. 12.74 Using of substances with capillary-porous structure

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Fig. 12.75 Magnetic capillary-porous cylinder with flux placed inside supplies flux to the board by capillary action

Standard 2.4.5: Transition to complex FS–field models (Fig. 12.76). If there are constraints associated with substance replacement with ferro-particles, the efficiency of FS–field could be improved by: Example 12.38 Measuring strain in rock (Fig. 12.77). Problem It is necessary to measure the deformation of rock in a mine. Optical transducers for distance measurement are inefficient; the signal is difficult to transform into deformation strain. Solution Use spherical ferromagnetic grains in an implanted transducer. When a load is applied, the grain orientation changes, changing the magnetic susceptibility. The value of magnetic susceptibility is used to find the rock strain.

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a. Creating internal complex ferro-substance-field models by introducing ferro-additives into one of the substances.

b. Creating external complex ferro-substance-field models by introducing additives into one of the substances.

Fig. 12.76 Creating internal complex FS–field models or external complex FS–field models

Standard 2.4.6: Transition to FS–field models with ferro-environment (Fig. 12.78). If there are constraints associated with substance replacement with ferro-particles or introducing additives onto one of the substances, the efficiency of FS–field models could be improved by introducing ferro-particles (including magnetic fluid) into the environment.

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Standards of Class 2

285

Fig. 12.77 Using spherical ferromagnetic grains in an implanted transducer enables more sensitive measurement

Fig. 12.78 Introduction ferro-particles (including magnetic fluid) into the environment

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Fig. 12.79 The introduction of ferro-particles (including magnetic fluid) into an environment increases separation efficiency

Example 12.39 Magnetic separation of minerals (Fig. 12.79). Problem A light rock fraction is separated from a heavy one in a liquid medium with a mechanical gripper. The light fraction floats up, and the heavy one sinks to the reservoir bottom. There is low separation efficiency. Ripper wear is high. Solution Separate fractions with a pulsating magnetic field in a magnetic fluid. The rock is actively stirred and ripped due to rock collisions and local variations in pressure in the magnetic fluid. Light rock fractions are efficiently separated from heavy ones. Standard 2.4.7: Transition to FS–field models with ferro-environment (Fig. 12.80). The efficiency of FS–field models could be improved by using physical effects (Curie point, Hopkins effect.) Example 12.40 Magnetic tag for storing encoded information (Fig. 12.81). Problem Magnetic tags use to store encoded information. A magnetic material records information. One standard tag record only one bit of information. Solution To use the magnetic tag forms a lot of ferromagnetic Barkhausen layers. Each layer changes its magnetization at the specific amplitude of the external magnetic field. Information is recorded discretely. The tag may be encoded with multiple bits of information (that is, it may have a complex code), making it difficult to tamper with the tag.

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287

Fig. 12.80 Using physical effects

Fig. 12.81 Using the magnetic tag with multiple ferromagnetic Barkhausen layers

Standard 2.4.8: Transition to flexible FS–field models (Fig. 12.82). The efficiency of the FS–field model could be improved by a transition to the system’s flexible structure.

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Fig. 12.82 Transitioning to the flexible structure of the system

Example 12.41 Fastening non-magnetic parts (Fig. 12.83). Problem A magnetic die position and holds non-magnetic parts. The fastening reliability is low. Solution Make the die facing a soft, magnetic rubber. A soft, magnetic rubber allows the parts to be fixed into positioning holes with a small interference fit. The die hardness is controlled using a magnetic field that increases the fastening reliability for non-magnetic parts. Standard 2.4.9: Fields Transformation. Sub-Standard 2.4.9.1: Fields Structure Transformation (Fig. 12.84). The efficiency of the FS–field model could be improved by transition: a. From homogeneous fields to heterogeneous fields b. From fields having a non-arranged structure to fields with arranged spatial– temporal structure (permanent or temporary). Example 12.42 Magnetic thermoplastic molding die (Fig. 12.85). Problem A thermoplastic article is molded using ferromagnetic powder as a punch die. A magnetic field controls the punch die action. It is challenging to manufacture complex shapes using this method. Solution Heat the ferromagnetic powder through a pattern. The pattern helps selective heating, which causes part of the powder to lose its magnetic properties (it is heated up to the Curie temperature). The heated portions do not interact with the magnetic field. Thus, the field causes the sheet of thermoplastic material to be deformed only in certain places. It enables parts with complicated shapes to be manufactured. Sub-Standard 2.4.9.2: Substance and Field Structures Synchronization (Fig. 12.86). If a substance should have a definite spatial structure, the process should be performed in a field with a similar structure.

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289

Fig. 12.83 Make the die facing a soft, magnetic rubber increases grip while allowing a small interference fit

Fig. 12.84 Transitioning from homogeneous fields to heterogeneous fields or fields with a non-arranged structure to fields with arranged spatial–temporal structure

Example 12.43 Forming nap on thermoplastic material (Fig. 12.87). Problem: A brush like a nap is raised on the surface of a thermoplastic material. A heated tool sticks to the surface and pulls up material into bristles, which are then cooled. The nap is non-uniform because of weak adhesive bonds to the tool surface.

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Fig. 12.85 The pattern helps selective heating, which causes part of the powder to lose its magnetic properties (it is heated up to the Curie temperature). The heated portions do not interact with the magnetic field

Fig. 12.86 If a substance should have a definite spatial structure, the process should be performed in a field with a similar structure

Solution Add ferromagnetic particles into the heated surface layer of the thermoplastic material. The nap is raised by exposing these particles to a magnetic field from an electromagnet. It enables the pulling force to be controlled. The productivity and uniformity of the nap are improved.

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291

Fig. 12.87 Ferromagnetic particles are added into the thermoplastic material's heated surface layer, adding the ability to be more accurately shaped

Standard 2.4.12: Usage of electro-rheological fluids (Fig. 12.88). Electro-rheological fluid could be used if the magnetic fluid is unusable. Example 12.44 Dynamic seal (Fig. 12.89). Problem A shaft-case joint is sealed with a flexible envelope that has fluid with no changeable viscosity. Because the viscosity is constant, there is no control over the degree of sealing. Solution Use an electro-rheological fluid and electrical field. Applying voltage changes the viscosity of the electro-rheological fluid, and the degree of joint sealing can be controlled. Homework Assignments for Classes 1–2. Each of the following exercises (12.1–12.10) describes a problem and its solution. Create substance-field models for the existing problem and a solution. An instructor will select exercises individually for each of the learners.

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Fig. 12.88 The electro-rheological fluid is used if the magnetic fluid is unusable

Fig. 12.89 Electro-rheological fluid and electrical field are used to change viscosity better, controlling the flexible envelope seal

Exercise 12.1 (for Standard 1.1.3). Example Anchor orientation Problem An anchor may come to rest on the seafloor with its hook pointed up. The hook does not snag the sea bottom. Solution Attach a drag-chute to the anchor. Drag-chute causes the anchor to fall with the hook pointed down. The probability of hooking the ground is significantly increased. The drag-chute canopy itself is fitted with a float to keep it off the sea bottom.

12.2

Standards of Class 2

293

Exercise 12.2 (for Standard 1.2.1). Example Concrete compaction by an explosion Problem An explosion compacts a layer of concrete on the walls of a well. Cracks are formed in the concrete. Solution Cover the explosive charge with an envelope of plastic material. During an explosion, the plastic material is uniformly distributed over the concrete. The explosion wave pressure uniformly compacts the concrete. No cracks are formed.

Exercise 12.3 (for Standard 1.2.1). Example Oil pipeline Problem Oil pipelines are used for oil transportation. Increased friction of oil against pipeline walls requires extensive power input for oil pumping.

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Solution Form a gas layer between the pipeline surface and oil flow. For this purpose, gas is pumped into the pipeline together with oil. Gas bubbles are released on pipeline walls and reduce friction. The energy input for oil pumping decreases.

Exercise 12.4 (for Standard 1.2.2). Example Protecting pipeline walls from erosion Problem Abrasive pulp is transported in a pipeline. The pulp erodes pipeline walls. Solution Introduce a protective layer between the pulp and pipeline wall. Make this layer from the pulp itself. Cool the pipe in the high wear areas to form an ice layer on the inside wall. The pulp wears on the ice layer instead of the pipe wall. Constant freezing continuously restores the layer against wear.

Exercise 12.5 (for Standard 1.2.4). Example Muffler Problem Mufflers reduce vehicle engine noise. Noise damping is not efficient. Solution Dampen exhaust noise using an acoustic field generated around a muffler and an exhaust stream. Muffler walls are provided with perforations. Voice-frequency generators are installed around them to generate the sound

12.2

Standards of Class 2

295

frequency in the antiphase with exhaust pressure oscillations. Exhaust noise is considerably reduced.

Exercise 12.6 (for Standard 2.1.1). Example Self-regulating temperature-sensing device Problem The temperature of a liquid is measured using a temperature-sensing device. The temperature-sensing device should be located in the middle of the fluid. It is challenging to regulate the position of the device when the liquid level is changed. Solution Secure the temperature-sensing device to a movable unit. The device is attached to a pulley. The rope going through the pulley is attached to the float and the ceiling. Regardless of a change in the liquid level, the temperature-sensing device is always at a depth equal to one half of the liquid depth. It improves the measurement accuracy of the liquid temperature.

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Exercise 12.7 (for Sub-Standard 2.1.1.2). Example Car with a flywheel Problem A car engine runs at full power only when speeding up or moving uphill. Fuel consumption increases. Solution Use an engine with a lower ability that has a mechanical energy inertial accumulator. When a car is moving on flat road brakes, the flywheel is wound up. When speeding up or driving uphill, the flywheel releases the accumulated energy. Fuel consumption decreases.

Exercise 12.8 (for Sub-Standard 2.2.4.1). Example Flexible toothed rack Problem A gear-toothed rack transmission converts rotary motion into linear motion. Since not more than two rack teeth are engaged with the gear, the transmission cannot transmit significant power. Solution Make the toothed rack of a flexible material. Such a rack is held against the gear by the rollers so that the rack conforms to the gear—the number of teeth engaged with the gear increases. The transmitted power is increased.

12.2

Standards of Class 2

297

Exercise 12.9 (for Standard 2.4.2). Example Magnetic separator Problem Ring gaskets hold the lubricant inside the bearing. The lubricant does not penetrate the ball/ring contact points, reducing the bearing durability. Solution Use a liquid lubricant having ferromagnetic particles and apply a magnetic field. The bearing separator is made of a magnetic material. Its shape is such that the magnetic field holds the lubricant in the ball/ring contact zones.

Exercise 12.10 (for Standard 2.4.6). Example Electric field changes damping level of vehicle body vibration Problem The required damping level of vehicle body vibration changes depending on the road surface quality and vehicle speed. Shock absorbers, filled with a fluid having a constant viscosity, cannot provide this. Solution A shock absorber has a cylinder with a piston. The cylinder is connected to the piston. The piston is connected to the wheel axle. The cylinder is filled with an electro-rheological fluid. The fluid can flow from one side of the piston to others through thin fluid passages. The fluid viscosity changes depending on the magnitude of the electric field applied. The electric field increases the liquid viscosity. The fluid resistance to piston motion changes proportionally. As the vehicle velocity increases, the damping level is raised by increasing the applied electric field.

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Standards of Class 3

Standards of Class 3 propose solutions based on the transition to super-system and micro-level (subsystem level). Class 3 includes two groups and six standards: Group 3.1 Transition to bi- and poly-systems Group 3.2 Transition to micro-level (subsystem)

Group 3.1 Transition to bi- and poly- systems substance–field models—five standards. It can be integrated with another system (s) into a super-system with new properties at any system's evolution stage. Standard 3.1.1: Transition to bi- or poly-system (Fig. 12.90). A system transition 1a can improve systems’ efficiency at any stage of their development: System integration or combination with another system (s) into more complicated bi- or poly-systems. A bi- and poly-system can be created in an elementary case by combining two (bi-system) or more (poly-system) tools S1or products S2. Example 12.45 Cutting tool (Fig. 12.91). Problem A cutting tool is used on a thin glass plate. It cuts poorly and easily damages the brittle plate. Solution Glue separate glass plates together before cutting. A stack of plates is stronger than a single plate.

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Fig. 12.90 System integration or combination with another system (s) into more complex bi- or poly-systems

Fig. 12.91 A stack of plates presents a larger area than a single plate and results in less breakage

Standard 3.1.2: Bi- and poly-systems. Development of connections of components (Fig. 12.92). The efficiency of bi- and poly-systems could be improved via the development of their components’ connections.

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Fig. 12.92 The efficiency of bi- and poly-systems could be improved via the establishment or development of their components’ connections

Newly created bi- and poly-systems often have “zero connections,” i.e., they are just a “heap of components.” The development proceeds, along with the strengthening of inter-component connections. On the other, hard, robust bonds can connect components in newly created systems. In these cases, the development proceeds along the increasing dynamization of connections. Example 12.46 Car folding top (Fig. 12.93). Problem To efficiently air the car's interior, an opening hatch is mounted on the car roof. Such cars are not cold enough in warm weather. Solution Manufacture the car top from several hinged, stiff panels. Such a car-top occupies a small area when it is folded. Much air reaches the interior of the car. An automatic drive folds and unfolds the top. Standard 3.1.3: Bi- and poly-systems development of differences of components (Fig. 12.94). The efficiency of bi- and poly-systems can be improved by developing the differences between their components (system transition 1b). For example, take a box of standard pencils that have the same components with the same parameters. We can shift the parameters to get a box of colored pencils, and we can change the components to get a case of drawing instruments. This transition starts with similar components with similar bi- and poly-systems parameters and moves to similar components with shifted parameters for bi- and poly-systems, different components for systems, and inverse components for systems. An example of inverse development is a battle tank and an anti-tank missile. Example 12.47 Vibrating membrane (Fig. 12.95) Problem The membrane of an acoustical–electrical transducer is secured to its housing using identical resilient spokes. Since the spokes have the same resonance frequency, only sounds in a narrow frequency range are reproduced well by the membrane.

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301

Fig. 12.93 Manufacture the car top from several rigid hinged, self-closing panels

Solution Have spokes with different resonance frequencies. The resonance frequencies of each of the spokes are uniformly distributed over the whole frequency range. Thus, the membrane works well over the whole range of reproduced frequencies. Standard 3.1.4: Transition to the convoluted bi- and poly-systems (Fig. 12.96). The efficiency of bi- and poly-system systems could be improved via their consolidation or reduction of auxiliary components. For instance, a double-barreled rifle has one butt. Completely convoluted bi- and poly-systems can again become mono-systems, and the cycle can be repeated on a new level. Example 12.48 Aerosol sprayer (Fig. 12.97). Problem Different parts need to be painted in different colors. An ordinary aerosol sprayer paints a part fast and uniformly but in only one color. To change the paint of another color is a very time-consuming process. The technology for painting in different colors needs to be improved. Solution Attach two tanks with paint of different colors to the sprayer. Each tank has its paint-feeding regulator. The coating color being applied is controlled by changing the fed to the sprayer from each tank.

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Fig. 12.94 The efficiency of bi- and poly-systems can be improved by developing the differences between their components

Fig. 12.95 Membrane spokes with different resonance frequencies. It can accommodate more frequencies

Standard 3.1.5: Bi- and poly-systems. Distribution of incompatible properties (Fig. 12.98). The efficiency of bi- and poly-systems systems can be improved via the distribution of incompatible properties between a system and its components (system transition 1c): A two-level system is used where the whole system has a C property and its components (particles) anti-C property, respectively.

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303

Fig. 12.96 The efficiency of bi- and poly-system systems is improved via their consolidation or reduction of auxiliary components

Fig. 12.97 Two tanks with paint of different colors are attached to the sprayer increasing production efficiency

Example 12.49 Different states of chain links (Fig. 12.99). A chain consists of many units (links). The links are subsystems of the chain. Each unit of the subsystem (each link) is rigid, while the system (the chain) is flexible. Group 3.2 Transition to micro-level (subsystem)—one standard. The transition to a new system (product) can happen in two ways: transition “upward” to a super-system (Standards of Group 3.1) and transition “downward” using a subsystem (Standard of Group 3.2). This standard uses the depth of a system to find solutions.

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Fig. 12.98 The efficiency of bi- and poly-systems systems is improved via the distribution of incompatible properties between a system and its components

Fig. 12.99 Each unit of the subsystem (each link) is rigid, while the system (the chain) is flexible

Standard 3.2.1: Transition to the micro-level (Fig. 12.100). The efficiency of systems at any stage of their development can be improved by a system transition 2: It is a transitioning from macro-level to micro-level when a system or system part is replaced with a substance able to perform the required action by interacting with a field. Macro to micro transition is a general concept. There are multiple levels of “micro” (grains to powder to liquid, to molecules to atoms), so many different transitions to a micro-level and many transitions from one micro-level to another lower level. Example 12.50 Cooling a drill bit (Fig. 12.101). Problem A coolant is used when drilling holes in metal. The coolant acts only on the external surface of the drill bit while the inside overheats. It reduces the durability of the bit. Solution Create a drill bit with internal capillaries. The drill bit is made from wires that are rigidly joined by welding. A coolant passing through the capillaries between the wires cools the entire bit.

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Fig. 12.100 Transitioning from macro-level to micro-level to interacting with field increases efficiency

Fig. 12.101 Transitioning to a drill bit with internal capillaries to better cool the entire bit

12.4

Standards of Class 4

The standards of Class 4 have many similarities with Classes 1 through 3 but are specially designed to generate solutions for detection and measurement problems. Class 4 includes 5 groups and 17 Standards: Group 4.1 Roundabout ways Group 4.2 Synthesis of measuring systems Group 4.3 Forcing of measuring systems Group 4.4 Transition to FS–field models Group 4.5 Direction of system evolution for measurement

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Group 4.1 Roundabout ways—three standards. Without reducing accuracy, it is desirable to eliminate or significantly reduce the necessity for a measurement-detection function from the primary function. Standard 4.1.1: Avoiding Direct Detection and Measurement (Fig. 12.102). If a requirement of detection or measurement is given, it is recommended to change a system so that the necessity to solve the given problem could be eliminated. Example 12.51 Flow control using a ferromagnetic valve (Fig. 12.103). Problem Some technical facilities require a fluid flow control apparatus to work in a specific temperature range. There exist control systems based on sensors and electric final-control elements. However, such systems are complicated and require an energy source. Solution A ferromagnetic valve may be used. It has a permanent magnet and a steel ball. The magnet holds the ball when the fluid temperature is below the Curie point of the magnet material. The ball blocks the fluid flow. If the fluid is heated to above the Curie point, the steel ball loses its magnetic properties, and the magnet drops the ball. Without the ball, the valve is open and lets the fluid flow pass. Standard 4.1.2: Copy of measuring or detecting an object (Fig. 12.104). If there is a requirement for detection or measurement, replacement of a direct operation with an object by operation with a copy or picture of the object can resolve the contradiction. Example 12.52 Measuring the diameter of logs (Fig. 12.105). Problem Workers manually measure the diameter of each log loaded onto a truck. It is a very time-consuming process. Solution Instead, a portable computer with a built-in digital camera can be used. The computer spends seconds calculating each log’s diameter using the logs’ digital image loaded on the truck. Standard 4.1.3: Sequential Detection (Fig. 12.106). If there is a problem of detection or measurement, and standards 4.1.1 and 4.1.2 cannot be used, it is advisable to convert it into a problem of sequential detection of changes.

Fig. 12.102 The necessity to solve the given problem is eliminated

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Fig. 12.103 By changing the magnetic properties, a ferromagnetic valve is used

Fig. 12.104 Replacement of a direct operation with an object by operation with a copy or picture of the object

Any measurement is conducted with a definite value of accuracy. Therefore, an elementary measuring action, consisting of two sequential detections, can always be extracted from measurement problems. A transition from a vague conception of “measurement” to a neat model of “two sequential detections” harshly simplifies the problem. Example 12.53 Measuring thawing depth (Fig. 12.107). Problem The ice thaw depth in a borehole is measured using a ruled depth gauge. The length of the ruler limits the depth measurement. Solution Using marked balls placed at different levels in the borehole. As the ice thaws, the balls at different levels are allowed to float up. The thaw depth is judged by which of the marked balls are at the surface. The measurement range is increased considerably.

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Fig. 12.105 Calculating each log’s diameter by using the digital image of the logs loaded on the truck

Fig. 12.106 Calculating each log’s diameter by using the digital image of the logs loaded on the truck

Group 4.2 Synthesis of measuring systems—four standards. The typical logic for the synthesis of “changing a system” is displayed in the synthesis of measuring systems: substance-field models must be completed by introducing the missing substance or field. Synthesis of measuring substance–field models has a significant difference: the substance-field structure. Standard 4.2.1: Creation of Measurable substance–field model (Fig. 12.108). If a non-S-Field model cannot be adequately detected, the problem could be solved via completing a double or straightforward substance–field model with a field at the exit.

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Standards of Class 4

309

Fig. 12.107 Using marked balls placed at different levels in the borehole for measuring thawing depth

Fig. 12.108 Completion of a double or straightforward substance-field model with a field at the exit

Example 12.54 Absorption spectrum detects alcohol (Fig. 12.109). Problem Detecting the drunkenness of drivers needs time-consuming tests. It makes the detection of drunk drivers inefficient. Solution Detect an automobile driver's drunkenness by spectrally analyzing the air in a motor vehicle's interior compartment. Radiation (laser beam) is transmitted through the interior compartment. The spectral composition of the transmitted

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Fig. 12.109 Drunkenness detection of an automobile driver by remote spectral analysis of the air in the interior compartment of a motor vehicle

radiation is recorded. Alcohol vapors in the interior compartment of the vehicle change the spectrum of radiation absorption by ordinary air. The change in the radiation absorption spectrum shows alcohol vapors’ presence in the vehicle's interior compartment. Standard 4.2.2: Internal or external complex measurable substance–field model (Fig. 12.110). If a system (or its part) cannot be adequately detected or measured, the problem could be solved via transition to the internal or external complex substance–field model by introducing easy-detected additives. Example 12.55 Leak checking a vacuum chamber (Fig. 12.111). Problem Vacuum chambers are tested for leaks with the aid of an electronic measuring device. The test procedure requires complex equipment. Solution Use a chemical indicator that changes color when it reacts with oxygen. The indicator is applied to the inside surface of the transparent casing.

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Standards of Class 4

311

Fig. 12.110 Transition to the internal or external complex substance–field model by the introduction of easy-detected additives

Fig. 12.111 Using a chemical indicator that changes color when it reacts with oxygen

Standard 4.2.3: Measurable environment with introduced additives (Fig. 12.112). If a system cannot be detected appropriately or measured, and the introduction of an easily detected additive is not available, these additives should be introduced into the environment. Changes in the environment define the state of an object.

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Fig. 12.112 Additives are introduced into the environment to ease detection

Example 12.56 Detecting spontaneous ignition (Fig. 12.113). Problem There is a need to detect the early stage of spontaneous ignition in coal seams. Conventional monitoring devices are complicated and costly. Solution Use odor-creating indicators to detect spontaneous coal ignition. Ampoules filled with evaporative, odorous substances are placed at strategic locations in the mine. When the coal ignites, heat breaks the nearest ampoules, which release an easily detected odor that spread into the air. This specific odor shows the start of coal ignition and its location. Standard 4.2.4: Measurable environment with artificially created additives (Fig. 12.114). If an introduction of easy-detected additives into the environment is not available per Standard 4.2.3, these additives could be created in the environment, e.g., by its decomposition or changing aggregate state. Gas or steam bubbles obtained by electrolysis, cavitation, or other methods are mainly used as such additives. Example 12.57 Particle detection in ultra-pure liquids (Fig. 12.115). Problem Many fields use liquids whose purity is critical. After purification, liquids may be tested for purity. In practice, however, particulate purity is very difficult to test due to the particles’ small size. Solution Use the acoustic cavitation effect. Particles present in a liquid are actual centers of cavitation. When some acoustic energy is imparted to the liquid, the above particles ease the formation of bubbles. An acoustic transducer detects echoes of the acoustic waves from the bubbles. Readings of the transducer show the presence of particles in the liquid.

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313

Fig. 12.113 Odor-creating indicators are used to detect spontaneous coal ignition. Ampoules filled with evaporative, odorous substances are placed at strategic locations in the mine, releasing an odor when contacted by the heat of ignition

Fig. 12.114 Additives could be created in the environment, e.g., by its decomposition or changing aggregate state

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Fig. 12.115 Using acoustic cavitation effect particles can be detected

Group 4.3 Forcing of measuring systems—three standards. Using physical effects and coordination of rhythm can induce measurement in substance–field models. Standard 4.3.1: Detections and measurements in systems (Fig. 12.116). The efficiency of detection and measurements in the S-Field model could be improved by using scientific effects. Example 12.58 Piezoelectric sensor detects vehicles (Fig. 12.117). Problem For a traffic control system to run, it is necessary to detect vehicle passage over a specific roadway section. Solution A piezoelectric traffic sensor is placed on the roadway surface. The sensor includes a cable of piezoelectric material. When a vehicle passes over the sensor, the weight of the automobile deforms the piezoelectric cable. The piezoelectric material generates a voltage in the cable as its internal electric fields change. This voltage is used to check vehicle passage.

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Fig. 12.116 Taking advantage of scientific effects can help detection and measurement

Fig. 12.117 By measuring voltage spikes, a piezoelectric traffic sensor detects vehicle passage over a section of the roadway

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Standard 4.3.2: Measurable resonance oscillations of a system or its components (Fig. 12.118). If it is impossible to detect or measure the changes in a system or to pass a field through the system, the problem can be solved by stimulating resonance oscillations in the whole system or one of its parts. The resonance frequency determines the changes in the system. Example 12.59 Measuring mass (Fig. 12.119). Problem The mass of a liquid or free-flowing bulk material in a reservoir is measured by weighing. However, the process is ineffective for a flowing material. Solution Measure the natural frequency of vibration of the reservoir–substance system. A vibration excites mechanical resonance in the reservoir having the flowing substance. The frequency of the system’s resonance oscillations determines the substance mass. Standard 4.3.3: Measurable frequency of self-oscillations of the component’s environment (Fig. 12.120). If it is impossible to use Standard 4.3.2, a system state could be defined via alterations of the frequency of self-oscillations of an external object (a part of the environment connected to a checked system). Example 12.60 Acid concentration measurement in storage battery (Fig. 12.121). Problem Optical methods based on the refractive index measurements measure sulfuric acid concentration in a storage battery. The optical sensors used are large and expensive. Solution Use a quartz resonator to measure the acid concentration. The quartz resonator is immersed in the acid. An alternating voltage applied to the resonator excites vibrations in it. The resonator is driven to vibrate at its resonance frequency.

Fig. 12.118 Resonance oscillations stimulation in the whole system or one of its parts

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Fig. 12.119 Measuring the natural frequency of vibration of the reservoir–substance system determines the substance mass

Fig. 12.120 The system state is defined via alterations of the frequency of self-oscillations of an external object (a part of the environment connected to a checked system)

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Fig. 12.121 By tracking changes in its resonant frequency, use a quartz resonator to measure the acid concentration

Increasing the acid concentration increases the specific gravity of the acid. It decreases the resonance frequency of the resonator. The concentration is measured by the value of the resonance frequency of the quartz resonator. Group 4.4 Transition to FS–field models—five standards. Transition to FS–field models is beneficial for measuring substance–field models. Standard 4.4.1: Transition to the measurable FS–field models with ferro-substance (Fig. 12.122). Measuring substance–field models with non-magnetic fields can be improved by using a ferromagnetic substance and a magnetic field. Example 12.61 Measuring ski-jump length (Fig. 12.123). Problem The length of a ski jumper’s flight is measured by surveying the touchdown point. This manual process is labor-intensive and requires many referees. Solution Fasten a small permanent magnet to one ski and place induction loops along the ski-jump slope. When the skier lands, the magnetic field in each loop is changed as the magnet goes by. Thus, the touchdown point (jump length) and speed can be judged by the signals induced.

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Fig. 12.122 Transition to ferromagnetic substance and a magnetic field for measuring substance– field models with non-magnetic fields

Fig. 12.123 Measuring ski-jump length by noting changes in the magnetic induction loop

Standard 4.4.2: Transition to the measurable FS–field models with ferro-particles (Fig. 12.124). If it is necessary to improve the detection or measurement efficiency of a system by using substance–field or FS–field models with ferro-substance, replace one of the substances with ferro-particles (or add ferro-particles into the substance) and further detect or measure a magnetic field.

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Fig. 12.124 Replacement of substances with ferro-particles (or adding ferro-particles into the substance) allows further detection or measurement of a magnetic field

Example 12.62 Food movement recording (Fig. 12.125). Problem To study motor functions of the stomach and bowels is necessary to record food movement. When examinations are conducted over a long time, contact recording techniques are traumatic to the alimentary canal. Solution Add finely dispersed magnetic particles to the food. The stomach and bowel's food movement creates a voltage (EMF) in inductive pickup coils (measurement coil). This contact-free exam method may be run for a long time without harm to the alimentary canal. Standard 4.4.3: Transition to the measurable complex FS–field models (Fig. 12.126).

Fig. 12.125 Finely dispersed magnetic particles in the food track the movement of food

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Fig. 12.126 Transition to complex FS–field models, introducing additives into the substance

If it is necessary to improve detection or measurement efficiency of a system by a transition from substance–field to FS–field models and there are constraints associated with substance replacement with ferro-particles, a transition to the FS–field model could be performed by creating complex FS–field models, introducing additives onto the substance. Example 12.63 Determining porosity (Fig. 12.127). Problem There is a need to determine the porosity of a material sample. Techniques based on radiography are costly and time-consuming. Solution Use a sample impregnated with a ferromagnetic liquid. The sample is weighed with (and without) a magnetic field. By interacting with the magnetic field (knowing the weight under both conditions), it is possible to determine the material porosity. Standard 4.4.4: Transition to the measurable FS–field models with ferro-environment (Fig. 12.128). If it is necessary to improve the detection or measurement efficiency of a system by a transition from substance–field to FS–field models, and there are constraints associated with the introduction of ferro-particles, introduce ferro-particles into the system environment. Example 12.64 Displacement measurement of magnetizable materials (Fig. 12.129). Problem Optical methods are preferred for controlling the position of a body and its displacements. However, these methods can be used only for not contaminated bodies. Solution Add a sensor with a magnetic circuit in the form of a rectangular ring made of a ferromagnetic material. The circuit has a gap on one of its sides. A coil of conductive material surrounds the opposite side of the circuit. The resistance of the magnetic circuit determines the coil inductance. The sensor is placed so that its gap faces a magnetizable body that will be controlled. Any displacement of the body,

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Fig. 12.127 Determination of the porosity of a material sample by adding a ferromagnetic liquid to the sample

Fig. 12.128 Introduction ferro-particles into the system environment

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Fig. 12.129 The ferromagnetic core amplifies a small displacement of a body into a significant change in the coil inductance

compared to the gap, changes the gap resistance. The total resistance of the circuit also changes, producing a change in the coil inductance. Therefore, the ferromagnetic core converts a small displacement into a significant change in the coil inductance. Standard 4.4.5: Usage of related scientific effects (Fig. 12.130). If it is necessary to improve the efficiency of a ferro-substance-field measuring model, scientific effects should be used, such as transition over Curie point, Hopkins and Barkhausen effects, and magneto-elastic effect. Example 12.65 Diagnosis by nuclear magnetic resonance (NMR) (Fig. 12.131). Problem Methods such as endoscopy and X-rays are laborious, ambiguous, and may cause tissue damage. Solution A high-frequency coil is fixed at the end of a thin probe. The probe enters the stomach, and an external magnetic field is applied. Benign and malignant cells have different nuclear relaxation times, giving different NMR signals. This difference allows the sites of malignant cells to be unambiguously detected. Group 4.5 The direction of system evolution for measurement—two standards. The development of measurement substance–-field models follows the usual system evolution transitions, but with some specific features.

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Fig. 12.130 For instance, the scientific effects are transition over Curie point, Hopkins and Barkhausen effects, magneto-elastic effect

Fig. 12.131 Diagnosis by nuclear magnetic resonance

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Standard 4.5.1: Measurable bi- or poly-systems (Fig. 12.132). The efficiency of a measuring system at any stage of its development can be improved by integration with another system (s) to form a more complicated bi- or poly-system. Example 12.66 Measuring jump length (Fig. 12.133). Problem Water ski-jump length is measured using a microphone to record the water skier's sound touching down on the water’s surface. A referee shows the touchdown moment. The sound propagation time and the sound’s velocity in the air affect the determined length accuracy. The touchdown moment needs to be measured more precisely. Solution Measure the time difference for sound propagation in the air and the water. Two microphones are used. The sound arrives at the underwater microphone first and then at the air microphone. The difference in time between these events precisely corresponds to jump length. Directional microphones and noise filters increase reliability. Standard 4.5.2: Trend of measuring system evolution (Fig. 12.134). Measuring systems are developing toward function measurement -> measurement of the first derivative of function -> measurement of the second derivative of a function. Example 12.67 Measuring rock stress (Fig. 12.135). Problem Rock stress is determined by measuring the electric field characteristics. A borehole is drilled, and an electrode is used to measure the electric potential along the hole’s wall. The quality of measurement is decreased by the small signal and the variability of the natural electric field.

Fig. 12.132 Transition to a more complex bi- or poly-system improves the efficiency of a measuring system

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Fig. 12.133 Measuring the time difference for sound propagation in the air and the water increasing accuracy

Fig. 12.134 Measuring systems are developing toward function measurement of the first derivative of function  measurement of the second derivative function

Solution Measure the rate of change of the electrical resistance. Two electrodes are set to establish an electric field in the rock. The higher the rock stress, the higher the rate of change of electrical resistance of the rock. The measurement accuracy does not depend on small external fields.

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Fig. 12.135 Measuring rock stress using changes in the electric resistance of the rock

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Standards of Class 5

We use the first four classes of standards to create solutions for our problems. The main function of Class 5 is to improve the quality and “ideality” of created solutions. These standards will help remove the “unnecessary/extra” fields and substances in the created solution(s). We can call the Class 5 of Standards a Lean Class of Standards. Class 5 includes 5 groups and 17 standards and 9 sub-standards: Group 5.1 New substance introduction without introduction Group 5.2 New field introduction -> to avoid system complication Group 5.3 Phase transition -> phase transitions resolve contradictive requirements to the introduced substances and fields. Group 5.4 Specificities of using of scientific effects Group 5.5 Creation of substance particles -> creation of substance particles by destroying of a higher structural substance; creation of substance particles by completing or integration of particles of a lower structural level

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Group 5.1 New substance introduction without introduction includes four standards and nine sub-standards. Substance–field models of creation, transformation, and destruction are often related to new substance introduction. Their introduction is connected with some technical difficulties or with a reduction of system ideality (perfection). Therefore, the new substances should be “introduced without introducing.” Standard 5.1.1: Roundabout ways for new substance introduction. If a substance should be introduced into a system but it is prohibited by conditions of a problem or unacceptable by conditions of system operation, then roundabout ways should be used. Sub-Standard 5.1.1.1: Emptiness, vacuum (Fig. 12.136). Emptiness and vacuum are used instead of substance. Example 12.68 Lightweight heat insulator (Fig. 12.137). Problem The heat insulator for a condensed gas tank is made of a set of aluminum screens separated with mineral wool. The heat insulator has massive insulation pads. The use of mineral wool worsens working conditions. The small signal and the variability of the natural electric field decrease the quality of measurement. Solution Using the heat insulator with a set of polymer electret films separated by a vacuum. The similarly charged films repel one another. It forms a space between the films. Air is removed from the space. Such heat insulator has low weight and is easy to use. Sub-Standard 5.1.1.2: Field (Fig. 12.138). The field is introduced instead of substance. Example 12.69 Optical humidity sensor (Fig. 12.139). Problem Polymer humidity-sensing film changes its electrical resistance depending on humidity and is an element of a humidity sensor. The sensitivity of the sensor should be improved. Solution To introduce a light field around the film. When the film is illuminated, the intensity of reflected light changes depending on humidity. Sub-Standard 5.1.1.3: External additive (Fig. 12.140). The external additive is used instead of internal. Example 12.70 Liquid probe (Fig. 12.141). Problem Probes measure the thickness of the wall of a hollow part. The internal and external probes are hard to align. It reduces the measurement quality. Solution An electrolyte with high conductivity is used as an external additive for wall thickness measurements. A liquid probe makes good contact with any point along the internal surface of the part. This method increases the accuracy of wall thickness measurements.

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Fig. 12.136 Emptiness and vacuum are used instead of substance

Sub-Standard 5.1.1.4: Very small doses of a very active additive (Fig. 12.142). Very small doses of very active additives are introduced instead of substance. Example 12.71 Micro-explosions crush rock (Fig. 12.143). Problem Large pieces of debris are formed when explosions crushed rock. Surface rock should be directly pulverized to a finer segmentation. Solution Segmentation of the explosions crushes surface rock using micro-charges. These are placed between the surface to be crushed and a focusing baffle. As a result, fine pieces of rock are formed in a continuous crushing of the surface being worked. Sub-Standard 5.1.1.5: Very small doses of a regular additive (Fig. 12.144). Very small doses of the regular additive are introduced in different places/parts of an object. Example 12.72 Removing allergens (Fig. 12.145). Problem There is a need to reduce allergens in milk. The milk is boiled and then cooled. Albumin settles out, but most globulin components that cause allergic reactions stay in the milk.

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Fig. 12.137 A heat insulator with a set of polymer electret films separated by vacuum lessens weight and eases use

Fig. 12.138 The field is introduced instead of substance

Solution Calcium chloride (0.03%–0.1% concentration) is added to the milk before treatment to cause globulin fractions to settle out during treatment. As a result, milk allergens are reduced. Sub-Standard 5.1.1.6: Temporary introduction of additive (Fig. 12.146). The additive is introduced temporarily. Example 12.73 Method of culturing cells (Fig. 12.147). Problem Culturing of cells is widely used in medicine. During this process, the cells should be periodically removed from the culture medium. Commonly, gravity is used to deposit the cells. If cells are small enough, they form a suspension with the culture medium and do not deposit due to Brownian motion.

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Fig. 12.139 The intensity of reflected light changes depending on humidity, increasing the sensitivity of the measurement

Fig. 12.140 The external additive is used instead of internal

Solution Lectin is added to a culturing medium. The lectin agglutinates cells, forming cell clusters. The heavy clusters deposit on the bottom of the vessel having the culturing medium. After this, the clusters can easily be removed from the vessel. Sub-Standard 5.1.1.7: Copy of an object with additive (Fig. 12.148). Copy of an object is used, where additive (s) could be introduced.

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Fig. 12.141 An electrolyte with high conductivity is used as an external additive for wall thickness measurements

Fig. 12.142 Very small doses of very active additives are introduced instead of substance

Example 12.74 Measuring shell deformation (Fig. 12.149). Problem There is a need to measure minor deformations in a complicated shell structure. Optical techniques can only determine deformation in shells of revolution (hollow objects that are symmetric about one axis). Solution Two parts are made from the same plastic mass. The process deforms one of the parts, but the other is kept in its original form. Then the two parts are compared at various control points using a coordinate measuring machine.

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Fig. 12.143 Micro-explosions crush rock into small pieces

Fig. 12.144 Very small doses of a regular additive

Sub-Standard 5.1.1.8: Additive as a vanishing chemical compound (Fig. 12.150). The additive is introduced as a chemical compound. Compound disappears/disintegrates after a definite time, after performing a definite operation (s), or via definite conditions. Example 12.75 Furnace reconditioning (Fig. 12.151). Problem The roof of an electric furnace is reconditioned by coating it with a heat-resistant paste. The hardened coating is not durable and reduces roof service life. Solution Magnesium vapors treat the furnace roof. Magnesium-containing materials are periodically entered into the melt in the furnace. Magnesium vapors form and oxidize the internal surface of the roof, forming a durable heat-resistant layer.

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Fig. 12.145 Calcium chloride (0.03%–0.1% concentration) is added to the milk before treatment to cause globulin fractions to settle out during treatment

Fig. 12.146 The additive is introduced temporarily

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Fig. 12.147 Lectin is added to the culturing medium causing heavier cell cultures to settle, helping removal

Fig. 12.148 Copy of an object is used, where additive (s) could be introduced

Sub-Standard 5.1.1.9: Additive creation by using environment or object resources (Fig. 12.152). Additive could be produced by the environment or object decomposition, for instance, by electrolysis or by changing the aggregate state of the environment or part of the object. Example 12.76 Salt removal (Fig. 12.153). Problem Fish scales are soaked in running water that removes the salt. The soaking process takes 15–20 h. Solution Electric current is passing through the water. As a result, the salt (NaCl) breaks down into sodium (Na) and chlorine (Cl). Chlorine is released as a gas. The

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Fig. 12.149 Measuring shell deformation by comparing original to copy

Fig. 12.150 Additive as a vanishing chemical compound

sodium forms alkali and is removed by the running water. The soaking time is shortened to 15–20 min. Standard 5.1.2: Parts of object (product) perform subject (tool) function (s) (Fig. 12.154). If a given system cannot be easily changed and problem conditions do not replace a tool or introduce additives, an object (product), divided into interacting parts, can be used as a tool. Example 12.77 Canal that helps to build itself (Fig. 12.155). Problem Transporting prefabricated sections to build irrigation canals is a complicated operation.

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Fig. 12.151 Magnesium vapors form and oxidize the internal surface of the roof, forming a durable heat-resistant layer

Fig. 12.152 Additive creation by using environment or object resources

Solution After the first section of the channel has been placed, seal it with a temporary diaphragm and fill it with water. Each prefabricated section, in turn, is sealed at the ends with temporary diaphragms. These (being floated along built sections of the canal) are set in place and filled with water. Thus, the canal (not yet completed) is used to build itself. Canal helps the transportation of the prefabricated sections. Standard 5.1.3: Invisible or disappeared substance (Fig. 12.156). After its usage, an introduced substance should disappear or become invisible or indistinguishable from the substance (s) present in the system or the system environment.

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Fig. 12.153 Electric current passing through the water breaks salt down into sodium (Na) and chlorine (Cl). Chlorine is released as a gas. The sodium forms alkali and is removed by the running water

Example 12.78 Dishes for riflemen training (Fig. 12.157).

Fig. 12.154 An object (product), divided into interacting parts, is used as a tool

Problem After riflemen training, many fragments of ceramic saucers cover the land surface. Solution Ice dishes are used for riflemen training. Standard 5.1.4: “Emptiness” as inflatable objects or foam (Fig. 12.158). If a large amount of a substance should be introduced but prohibited by conditions of a problem or inadmissible by system operation conditions, “emptiness” as inflatable objects or foam can be used instead of substance. Inflatable objects usage is a standard on the macro-level. Usage of foam—it is the same standard on the micro-level. Standard 5.1.4 is often used together with other standards.

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Fig. 12.155 A canal that helps to build itself by floating the next sections into position

Fig. 12.156 Invisible, absorbed, integrated disappeared substance

Example 12.79 Descent module (Fig. 12.159). Problem The neat landing of space descent modules uses parachutes or landing engines. Landing engines are difficult to control, and they are very heavy. Solution A sectional inflatable envelope surrounds a descent module. First, the module descends on a parachute, and then it separates and freely falls on the planet's surface. The envelope cushions impact. The design of the descent module is simplified.

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Fig. 12.157 Ice dishes for riflemen training melt after use and supply moisture to the landscape

Fig. 12.158 “Emptiness” as inflatable objects or foam is used instead of substance

Group 5.2 New fields introduction—three standards. Substance-field model creation, transformation, and destruction are often related to the new field introduction. It is suggested to use standards 5.2.1–5.2.3 to avoid system complications. Standard 5.2.1: Usage of existing fields for required function(s) (Fig. 12.160). If a field should be introduced into a system, already available fields should be used at first. Any element of the system of the problem could be a carrier of these fields. Example 12.80 Cooling of a semiconductor wafer (Fig. 12.161). Problem Special wafer-cooling elements make technological equipment more complex. Solution Using an operating gas flow for wafer cooling. The operating (e.g., reagent) gas flow passes under the wafer's reverse and cools it.

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Fig. 12.159 A descent module is surrounded by a sectional inflatable envelope cushioning the impact

Fig. 12.160 Usage of existing fields for required function(s)

Standard 5.2.2: Environmental fields (Fig. 12.162). If a field should be introduced into a system, but it is impossible by standard 5.2.1, then environmental fields should be used. Example 12.81 Wave pump (Fig. 12.163). Problem A pump is used to lift deepwater enriched with biodiverse substances to surface water layers. The use of a pump raises the cost and complicates the water-lifting process.

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Fig. 12.161 Using an operating gas flow for wafer cooling

Fig. 12.162 Environmental fields are used

Solution To lift deep water using wave energy. Vertical pipes fitted with one-way valves are floated in the water. In the waves’ troughs, valving action causes deep water to rise to the surface, pouring out to the surroundings. This technique provides effective saturation of the surface layer of water with biodiverse substances. Standard 5.2.3: System or environment substances as a potential field source (Fig. 12.164). If a field should be introduced into a system, but it is impossible by standards 5.2.1 and 5.2.2, then those fields should be used whose carriers or sources “by pluralistically” can become substances available in a system or the environment. Example 12.82 Bearing the overheating sensor (Fig. 12.165). Problem A bearing that is overheating, which is a sign of wear, should be quickly detected. Heat diffuses slowly from the overheated zone. Solution The thermoelectric voltage is directly measured between the bearing race and the housing. The thermoelectric voltage registers when overheating begins.

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Fig. 12.163 To lift deep water using wave energy

Fig. 12.164 System or environment substances as potential field sources

Group 5.3 Phase transition—five standards. Contradictive requirements to the introduced substances and fields can be resolved by using phase transitions. Standard 5.3.1: Change of substance phase state—phase transition 1 (Fig. 12.166). Usage of substance could be improved (without introducing other substances) via phase transition 1—by phase state replacing the existing substance (solid to liquid, liquid to gas, solid to gas).

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Fig. 12.165 The thermoelectric voltage is a direct measure between the bearing race and the housing

Fig. 12.166 Usage of substance could be improved (without the introduction of other substances) via phase transition 1

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Example 12.83 Integrated cooling/breathing apparatus (Fig. 12.167). Problem A rescue suit has separate cooling and breathing systems. The reserve of cooling agent, liquid oxygen, is restricted by the volume required for the heavy cylinder of compressed air. Solution To integrate the air cylinder and the coolant reservoir. A part of the oxygen in the reservoir is evaporated and is used for breathing. This design allows a larger volume for coolant and lower suit weight. Standard 5.3.2: Reversible phase state transitions—phase transition 2 (Fig. 12.168). “Dual” features could be provided via phase transition 2—by using the capability of substances to be transferred from one phase state to another depending on operating conditions (shape memory effect, bimetallic effect, opposite parameters, opposite values of the same parameter). Example 12.84 Withdrawal of foreign body (Fig. 12.169). Problem To withdraw foreign bodies from tubular anatomic organs, such as ear and nasal canals, throat, and so on, medical scissors-like pincers are used. Commonly, to catch a foreign body reliably, the catching part of the pincers should be put behind it. However, during the catching, the body often moves deeper. It may lead to severe consequences, for example, destruction of the eardrum. Moreover, even if the procedure is a success, the anatomic test organ walls get traumatized considerably. Solution A wire loop made of a shape-memory alloy, such as nitinol, is used to catch a foreign body. When being cold, it is a plane and flexible enough. The loop

Fig. 12.167 Integrated cooling/breathing apparatus are exploiting evaporative properties

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Fig. 12.168 “Dual” features could be provided via phase transition 2—by using the capability of substances to be transferred from one phase state to another depending on operating conditions

Fig. 12.169 A wire loop made of a shape memory alloy, such as nitinol, is used to catch a foreign body

is carefully moved along the wall of an organ until its definite part penetrates the foreign body. Then the loop is heated by an electric current to a temperature above the transition temperature, that is, a little higher than that of a human body. The

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loop is heated due to the shape memory effect, and there appears a hook at its end, which is to be used to withdraw the body. Standard 5.3.3: Phenomenon associated with a phase transition—phase transition 3 (Fig. 12.170). Phase transition three could improve system efficiency by using a phenomenon associated with a phase transition. Example 12.85 Integrated circuit package with a heat pipe (Fig. 12.171). Problem Solid, monolithic heat-dissipating elements do not supply effective cooling of powerful semiconductor devices. Solution Liquid evaporation is used for heat dissipation. A volatile liquid is placed in an X-like pipe whose bottom is in contact with the device surface. The liquid absorbs the heat released generated by device operation. Its vapor goes into the upper part of the pipe, condenses, and releases heat to the environment. The liquid then flows to the bottom part of the pipe, and the process repeats. Standard 5.3.4: Transition to double-phase state—phase transition 4 (Fig. 12.172). “Dual” features of a system could be provided via phase transition 4—by replacing a single-phase state for a double-phase state (solid => solid + liquid, liquid => liquid + gas, gas => gas + liquid, solid => solid + gas). Example 12.86 Helium super purification (Fig. 12.173). Problem Gaseous helium super purification uses microcapillary filters. The filters are expensive. Solution Gaseous helium purification is accomplished by passing it through liquid helium. It results in liquefaction and solidification of impurities. There are no other elements or substances that are not solid at liquid helium temperatures.

Fig. 12.170 System efficiency could be improved via phase transition 3 – by using a phase transition phenomenon

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Fig. 12.171 Liquid evaporation is used for heat dissipation

Fig. 12.172 Phase transition four could provide “dual” features of a system by replacing a single-phase state for a double-phase state

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Fig. 12.173 Gaseous helium purification by passing it through liquid helium

Standard 5.3.5: Interactions between parts or phases of the system (Fig. 12.174). The introduction of interaction (physical, chemical) between parts (or phases) increases the systems’ efficiency, obtained because of phase transition 4. Example 12.87 Restoring an incandescent filament (Fig. 12.175). Problem In a regular bulb, the high incandescent filament temperature evaporates the tungsten atoms, and the filament quickly becomes thin and burns out. Solution Self-restoration technology decreases the evaporation rate. Halogen-cycle lamps are incandescent lamps that use bromine gas (bromine is one of the halogens) and tungsten filaments. Tungsten atoms evaporated from the filament react with the bromine molecules to form tungsten bromide particles (1). If the glass (quartz) wall is above 250 degrees centigrade, the tungsten bromide particles will not adhere to the glass. They continue to circulate in the hot gas envelope by convection current.

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Fig. 12.174 Interactions between parts or phases of the system

Fig. 12.175 Decreasing the evaporation rate and increasing filament life uses self-restoration technology

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When they come close to the hot filament, the particles are reduced to tungsten metal and are randomly re-deposited onto the filament, thereby releasing the bromide vapor (2). The whole process then repeats itself. Group 5.4 Specificities of using of physical effects—two standards. Many standards use physical effects or could be used together. In this case, some principles, which improve the efficiency of physical effects usage, should be considered. Standard 5.4.1: Reversible Physical Transformations (Fig. 12.176). If an object should periodically be in different physical states, The object supplies a transition using reversible physical and chemical transformations, e.g., phase transitions, ionization–recombination, and dissociation–association. Example 12.88 Intensified heat exchange (Fig. 12.177). Problem: A coolant flow releases its heat to a heat-exchanger pipe. For better heat exchange, tabs are made on the pipe surface. The tabs retard the coolant flow. Solution Shape memory material creates tabs. The tabs lie against the pipe at a low coolant temperature and do not offer any resistance to the flow. If the temperature rises above a certain point, the tabs deflect from the pipe. The coolant flow becomes intensively turbulent, which removes heat better and reduces power consumption.

Fig. 12.176 Using reversible physical and chemical transformations, e.g., phase transitions, ionization–recombination, dissociation–association

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Fig. 12.177 The tabs are made from a shape memory material and remove heat better and reduce power consumption

Standard 5.4.2: Trigger principle for strong output effect (Fig. 12.178). If it is required to obtain a strong output effect with a weak input effect, a substance transformer should be brought to a state close to a critical. Energy accumulates in a substance, and an input signal acts like a trigger. Example 12.89 Microwave radiation ignites air/fuel mixture (Fig. 12.179). Problem Spark plugs ignite the fuel in the combustor of an internal combustion engine. Plug electrodes are positioned near the combustor walls to decrease the shock load following ignition. The walls absorb most of the plasma discharge energy between the electrodes.

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Standards of Class 5

Fig. 12.178 Trigger principle for strong output effect

Fig. 12.179 Microwave radiation ignites the fuel in an internal combustion engine

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Fig. 12.180 Creation of substance particles by destroying a higher structural substance

A higher voltage is applied to the spark plugs to improve ignition stability. However, high voltage limits the spark plug lifetime. Solution Microwave radiation ignites the fuel in an internal combustion engine. A waveguide between the radiation source and combustion chamber directs the microwave radiation to the combustor. The combustor serves as a resonator for microwave radiation. The central region of the combustor concentrates the radiation energy. A plasma cloud forms in this region and ignites the fuel. The fuel ignited in the central region of the combustor burns uniformly and stably. The power of the microwave radiation source is small because the walls weakly absorb the radiation. Group 5.5 Creation of substance particles—three standards. Standard 5.5.1: Creation of substance particles by destroying a higher structural substance (Fig. 12.180). If sub-molecular particles (e.g., ions) are needed for problem-solving, and their direct production is impossible per problem conditions, the required particles should be obtained by destroying a higher structural substance (e.g., molecules). Example 12.90 Laser radiation ignites air/fuel mixture (Fig. 12.181). Problem Spark plugs ignite the fuel in the combustor of an internal combustion engine. Plug electrodes are positioned near the combustor walls to decrease the shock load following ignition. The walls absorb most of the plasma discharge energy between the electrodes.

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Fig. 12.181 Laser radiation ignites air/fuel mixture

A higher voltage is applied to the spark plugs to improve ignition stability. However, high voltage limits the spark plug lifetime. Solution Focused laser energy ignites the fuel in an internal combustion engine. The source's wavelength corresponds to the hydrocarbons’ best absorption in the fuel (185 nm to 400 nm). Exciter lasers can deliver these wavelengths at the intensity required for ignition. A fuel injector atomizes the fuel, which mixes with the air. The air–fuel mixture focuses on the laser radiation. The fuel molecules absorb laser radiation. The absorption and later heating of the fuel droplets ignite the fuel.

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Fig. 12.182 Creation of substance particles by completing or integrating particles of a lower structural level

Standard 5.5.2: Creation of substance particles by completing or integration of particles of a lower structural level (Fig. 12.182). If substance particles (e.g., molecules) are required for problem-solving and their direct production is impossible per problem conditions or by Standard 5.5.1, combining or integrating particles of a lower structural layer (e.g., ions) produces the required particles. Example 12.91 Polyalphaolefin in motor oil reduces friction (Fig. 12.183). Problem One of the most important properties of automobile motor oil is its viscosity at operating temperatures. Additives must be used to reduce the viscosity of motor oil. Less viscous oil reduces the friction forces in the engine. Solution Polyalphaolefin additive is used to reduce automobile motor oil viscosity. The long polymer molecules in the polyalphaolefin interact with the motor oil molecules and reduce the oil viscosity. Reducing the motor oil viscosity minimizes the friction between mobile automobile engine parts. Standard 5.5.3: Logic of the Standards 5.5.1 and 5.5.2 (Fig. 12.184). The easiest way of applying Standard 5.5.1 is by destroying the nearest higher “complete” or “excessive” level. An easy way is to complete the nearest lower “incomplete” level is to apply Standard 5.5.2.

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Fig. 12.183 Polyalphaolefin additive is used to reduce automobile motor oil viscosity

Fig. 12.184 Combination of the transitions of Standards 5.5.1 and 5.2.2: Creation of substance particles by destroying of a higher structural substance Creation of substance particles by completing or integrating particles of a lower structural level

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Fig. 12.185 The protective optical system using aerosol responsive to only laser radiation between lenses

Example 12.92 Protective optical system with aerosol (Fig. 12.185). Problem Protective optical systems protect eyes against short-pulse laser radiation. Such a system includes dark lenses that absorb a large part of the radiation. The dark lenses absorb a large portion of conventional low-intensity light, too.

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Solution The optical system with aerosol between two lenses is proposed. When conventional low-intensity light is incident on the system, the aerosol stays electrically neutral. The neutral aerosol transmits the light. When laser radiation is incident on the system, the aerosol becomes ionized. The ionized aerosol absorbs and then scatters most of the radiation. In the absence of laser radiation, the aerosol becomes electrically neutral. Homework Assignments for Classes 1–5. 1:1. Each of the following exercises (12.1–12.20) describes a problem. Create a substance-field model for the existing problem and a solution(s) using selected Standards from Classes 1–4. Use more than one standard to create more than one solution for the given problem. Use a trend of selected standards for the creation of more advanced solution(s). Use proper standards from Class 5 to improve the “ideality” of your solution(s). An instructor will select exercises individually for each of the learners. In general, a sequence of actions of the problem-solving could be the following: 1. Creation of the substance–field model of problem 2. Appropriate Standard (s) choice: a. Select class of standards b. Select a group of standards c. Select standard(s) 3. Transformation, the substance–field model of the problem into the substance– field model of a solution

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4. Create a description of the possible solution(s) and illustrate it with a clear graphical image. 5. Use standards of Class 5 for removing the “unnecessary/extra” fields and substances in created solutions. Exercise 12.1 Problem Atomized liquid lubricant is fed to the deformation area of a rolling mill. Some lubricant falls on the hot billet before it reaches the deformation roller. This part evaporates, wasting lubricant and creating environmental pollution.

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Exercise 12.2 Problem Actuators’ vibrations of industrial robots affect the accuracy of robot operation.

Exercise 12.3 Problem Thermal insulation protects a re-entry spacecraft from overheating in the Earth’s atmosphere. Thermal insulation commonly consists of several layers of materials (similar or different). The thermal conductivity and weight of conventional thermal insulation are not low enough. Moreover, thermal insulation is subjected to high thermal stresses due to the temperature gradient.

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Exercise 12.4 Problem Joule heating removes ice (by melting) from the surfaces of radio-electronic equipment. This process uses a great deal of electrical energy.

Exercise 12.5 Problem It is necessary to separate water droplets from a gas–water mixture.

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Exercise 12.6 Problem A part through template openings applies fluid adhesive under pressure. The part applies too much adhesive.

Exercise 12.7 Problem A template (a plank with holes in it) guides a drill bit on a curved surface. Readjusting the template or hole pattern becomes time-consuming.

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Exercise 12.8 Problem A surface gradient is measured using a level. The level has a scaled tube of liquid with an air bubble in it. The level is hard to use in closed cavities and situations with poor visibility.

Exercise 12.9 Problem An ascending hot airflow dry loose grain. Intensive drying only occurs when the grains are accelerated. When the grain and air velocities are equal, the drying process becomes weaker. Therefore, the grain must be passed through the drying zone many times. It lowers the quality and process efficiency.

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Exercise 12.10 Problem To automatically control spot welding, the thermoelectric voltage is measured. The measurements are made as the welding currents flowing. The welder magnetic field distorts measurements.

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Exercise 12.11 Problem The speed of transferring ink droplets to a recording surface limits the printer operation speed.

Exercise 12.12 Problem The shock absorbers use to damp vibrations. During vibration, a piston moves, and liquid flows through passages provided in it. This shock absorber is not effective for different vibrations.

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Exercise 12.13 Problem Ultrasonic oscillations from one source clean a conductor from contaminants. The cleaning speed is low.

Exercise 12.14 Problem The landing gear of a plane lands on a specific type of surface: wheels for landing on hard surfaces, skis for landing on snow, or pontoons for landing on water. Commonly, a plane has only a single type of landing gear.

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Exercise 12.15 Problem Microwave dielectric antenna lenses focuses and defocus microwaves in microwave communication systems, particularly in satellite communication systems. Conventionally, such a lens has one or two spherical surfaces. It is called a spherical lens. Conventional spherical lenses are thick and heavy. It impedes their use in satellite communication systems.

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Exercise 12.16 Problem Protective dams prevent the mudflow motion. The dams should be strong to suppress mudflow energy.

Exercise 12.17 Problem Induction heating hardens a part. The process must be carefully checked to overheat effortlessly sharp edges of the part. There is no simple way to measure the temperature distribution because the part shape can be complicated.

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Exercise 12.18 Problem A ship stops, and an observer must go out on the ice-flow to measure ice thickness at night.

Exercise 12.19 Problem Sounding (direct measurements) detects the wash-out around a section of a pipeline. The depth soundings are labor-intensive.

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Exercise 12.20 Problem Fluid sprays on a tool and a part in a chamber. The fluid does not reach both sides of the interacting parts.

Acknowledgments The author would like to again acknowledge the Invention Machine Corporation for sharing examples from Goldfire software in this chapter.

References Altshuller, G. S. (1988). A thread in the labyrinth (article - 76 Inventive Standards with examples). Petrozavodsk: Karelia. This book is available in Russian. Altshuller, G. S. (1996). And suddenly, the inventor appeared. Worcester, MA: Technical Innovation Center. Bukhman, I. (2012). TRIZ technology for innovation, Taiwan: Cubic Creativity Company.

The Method of Simulation by Little Manikins

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In this chapter, we will explore the method of Simulation by “Little Manikins.” The originator of TRIZ, Genrich Altshuller in the 1960s, invented the method of Simulation by “Little Manikins” (SLM) (Altshuller 1984, 1996). The method is straightforward. We should imagine that an object, part, field (frankly everything) consists of a crowd of smart Little Manikins. We can look at the problem from the inside through the eyes of these manikins. Ideas of any changes are accepted very quickly. The groups-crowd of Little Manikins could be easily separated and reorganized. SLM requires a well-organized imagination. We should imagine that the object consists of many live, smart-thinking manikins—not molecules or atoms. What do they feel? How do they act? How should they act? How should the crowd act? Becoming familiar and adept with this model is very useful for enhancing thinking skills. Objectives By the end of this unit, participants will be able to 1. Understand and interpret the meaning of the method of simulation by Little Manikins 2. Create a conflict (conflicting requirements) diagram using the SLM method 3. Create a diagram where the Little Manikins do not cause a conflict 4. Create a solution based on the method of simulation by Little Manikins.

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The Method of Simulation by “Little Manikins” (SLM)

SLM is recommended to use in the following situations: • in step 4.1 of ARIZ-85C • after the problem model creation (ARIZ-85C, step 1.6) © Shanghai Jiao Tong University Press and Isak Bukhman 2021 I. Bukhman, Technology for Innovation, Management for Professionals, https://doi.org/10.1007/978-981-16-1041-7_13

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• after the reinforced formulation of ideal final result one (ARIZ-85C, step 3.2) • after the formulation of the physical contradiction at the macro-level (ARIZ-85C, step 3.3) • It can also be used when the reader has a good picture model of the problem and clearly understands your problem’s conflicting requirements (system contradiction). • for exercises related to creative imagination development. The method of SLM can be performed in three consecutive steps: 1. Create a conflict (conflicting requirements) diagram using the SLM method. Conflicting requirements are outlined as a symbolic picture (or sequence of several pictures) where a significant number of Little Manikins act (two groups, several groups, “a crowd”). Only changeable parts of a problem model (tool, element x) should be represented as Little Manikins. “Conflicting requirements” are a conflict from a problem model or different physical states specified in step 3.5 of ARIZ-85C. The use of opposite physical states is probably better, but there are no distinct rules for transitioning from a physical problem to SLM. It is easier to draw “a conflict” in the problem model. 2. Change diagram”1” so that the actions of the Little Manikins do not cause a conflict It is a modification of diagram “1,” where the Little Manikins act without conflict. Placing two diagrams of conflicting actions in the same picture could often perform this step. If events are developing in time, it makes sense to make a sequence of several pictures. 3. Proceed to a technical diagram Main benefits of using SLM: • SLM aids in the understanding of processes at the physical or chemical level (Micro-Level) • SLM helps the problem solver overcome psychological inertia induced using specialized terminology • The transition from engineering graphics to drawings with Little Manikins significantly reduces psychological inertia associated with a customary visual image. • The fine structure of the object and the behavior of its particles become more apparent.

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• It is easier to notice and examine “wild/crazy/innovative/creative/ imaginative” possibilities because there are no restrictions for Little Manikins’ models. Everything is possible here. • SLM allows seeing an ideal action (what must be done) without physics (how it must be done), where psychological inertia is eliminated, and imagination is forced. The use of SLM often results in a creative solution to a problem. Using SLM requires good pictures creation: • Suitable pictures are expressive and precise without words. • Good pictures give more information, provide a better appreciation of the physical contradiction, and identifies general ways of its elimination. Example 13.1 Liquid batcher (Fig. 13.1) (Altshuller 1996) The liquid batcher is made like a seesaw and has two parts—container and counterweight. There is a container for liquid on the left side of the batcher. When it is full of a set amount of liquid, the container part tilts down and the liquid begins to spill (2, 3). The left part of the batcher becomes easier and comes up (3, 4). Unfortunately, the batcher does not work as accurately as necessary. Not the entire part of the liquid pours out of the container because the container is going up before this process completes. We have a “shortage” of poured liquid (4). 1. Create a conflict (conflicting requirements) diagram using the SLM method (Figs. 13.2, 13.3) We will use two groups of Manikins: the first group will be liquid and the second group will be a counterweight. Manikins in yellow represent liquid and green manikins are counterweight, respectively.

Fig. 13.1 The existing technology of delivering a part of liquid with a “shortage” of poured liquid

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Fig. 13.2 First two steps of the part of liquid delivery

Fig. 13.3 Two last steps of the part of liquid delivery

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Fig. 13.4 One of the possible changes in the behavior of the Little Manikins to resolve the conflict

2. Change diagram”1” so that the actions of the Little Manikins do not cause a conflict (Fig. 13.4) 3. Proceed to a technical diagram (Figure 13.5) Now we can go from the model to the real mechanism. The liquid batcher is designed as a body, planted on the axle on one side of which there is a measuring cup, and on the other - channels with moving ballast, such as ball.

Fig. 13.5 The liquid butcher with movable ballast-ball

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Fig. 13.6 Cable “A” should go through cable “B” without damaging it

Example 13.2 Two cables (Fig. 13.6) (Altshuller 1996). A steel cable “B,” supported by a load, is attached to the hook. cable “A” moves in the plane perpendicular to the cable “B.” Cable “A” should go through cable “B” without damaging it. In our case, cable, “B” is a tool and is recognized as a changeable part of our problem’s structure. Three vertical lines of connected Little Manikins represent cable “B” (Fig. 13.7). 1. Create a conflict (conflicting requirements) diagram using the SLM method Manikins of cable “B” do not allow cable “A” to go through (Fig. 13.8). 2. Change diagram”1” so that the actions of the Little Manikins do not cause a conflict (Fig. 13.9). 3. Proceed to a technical diagram One of the possible solutions (Fig. 13.10).

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Fig. 13.7 Three lines of connected Little Manikins are the cable “B.”

Fig. 13.8 Three lines of Manikins have connections between their legs and hands

Example 13.3 Testing materials under pressure (Fig. 13.11) (Altshuller 1996). A centrifuge is filled with oil. If it spins, the centrifugal force will press the liquid against the centrifuge wall. This effect is often using for the treatment of different products under pressure. Suppose that the item is placed not on the centrifuge walls but in the center of the centrifuge. How, in this case, can we force the liquid to compress the object uniformly? That goes against the law of physics. 1. Create a conflict (conflicting requirements) diagram using the SLM method (Figs. 13.12, 13.13) 2. Change diagram “1” so that the Little Manikins’ actions do not cause a conflict (Fig. 13.14).

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Fig. 13.9 Smart Little Manikins allow the cable “A” to go through them

Fig. 13.10 Cable “A” is going through cable “B.”

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Fig. 13.11 Centrifuge—how it works (on the left) and how it is required to work (on the right)

Fig. 13.12 Two groups of Little Manikins perform conflicting actions

3. Go ahead to a technical diagram It is proposed as one of the possible solutions (Fig. 13.15). The system of centrifuge has two liquids. The first liquid is oil, and the second one—liquid heavier than oil. During the centrifuge rotation, the dense liquid will overcome the oil’s pressure and the oil will compress the cylinder.

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Fig. 13.13 Two groups of Little Manikins perform conflicting actions at the same time

Fig. 13.14 The transition from two conflicting groups of Little Manikins to required actions of both groups

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Fig. 13.15 Centrifuge presses the item placed in the center of the centrifuge

References Altshuller, G. S. (1984). Creativity as an exact science. New York, NY: Gordon and Breach. Altshuller, G. S. (1996). And Suddenly, the Inventor Appeared. Worcester, MA: Technical Innovation Center.

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

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In this chapter, we will explore the structure of ARIZ-85C, guide to diagrams of typical conflicts, and parts 1−4(4.1) of ARIZ-85C—the transition from an initial problem statement to a distinctly constructed statement and model of a mini-problem to a selection of all available resources that will realize the transition from a problem to an answer. ARIZ-85C is the Russian acronym for “The Algorithm for Inventive Problem Solving”—“Aлгopитм Peшeния Изoбpeтaтeльcкиx Зaдaч.” ARIZ-85C, the primary element of TRIZ, is a set of sequential, logical procedures for analyzing the initial problem situation to create the most effective solutions by using the fundamental concepts and methods of TRIZ. The author of ARIZ is Genrich Altshuller (Altshuller 1984; Bukhman 2012). Genrich Altshuller developed the first version of ARIZ in 1956. The name ARIZ was introduced in 1965, with modifications noted by the later years of development: ARIZ-68, ARIZ-71, ARIZ-77, ARIZ-82. The last modification, ARIZ-85C, performs four significant functions in TRIZ: 1. Supplies a way to use TRIZ elements as a system to create the best possible solutions to a problem. 2. Acts as a TRIZ part manager by showing us after which step of problem analysis, we are ready to use the different elements of TRIZ. 3. Develops an analytical algorithm for the human brain (not for computers) that gently guides us from the initial problem statement to elegant and innovative solutions. 4. It makes us more creative and innovative while it helps us avoid psychological Inertia, the greatest enemy of problem-solving. A guide to diagrams of typical conflicts is a part of ARIZ-85C and helps create graphical models for the created System Contradictions (step 1.3 of ARIZ-85C).

© Shanghai Jiao Tong University Press and Isak Bukhman 2021 I. Bukhman, Technology for Innovation, Management for Professionals, https://doi.org/10.1007/978-981-16-1041-7_14

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Objectives By the end of this unit, participants will be able to 1. Understanding the role of ARIZ-85C. 2. Understand and interpret the sequence and meaning of all nine parts of the structure of ARIZ-85C. 3. Explain the logic of 10 diagrams of typical conflicts. 4. Select the right diagram of typical conflicts for created System Contradiction. 5. Create possible solutions for selected System Contradiction by using Inventive Principles. 6. Find Scientific Effects for solving selected System Contradiction. 7. Select patents for a solution created for the selected System Contradiction. 8. Find proper Standard Solutions for concepts created for the selected System Contradiction. 9. Use the first part of ARIZ-85C to transition from an initial problem statement to a distinctly constructed statement and a mini-problem model. 10. Understand and interpret the meaning of conflict zone and Operational Time. 11. Recognize the importance and use the available time-space-substance-field resources in any system and any system for its development. 12. Understand that parameters of resources are the critical point of the effective use of resources. 13. Select and use the right recourse(s) and its parameter for reinforced Ideal Final Result One. 14. Use the parameter of the selected resource for formulation Physical Contradictions at the macro- and micro-levels. 15. Use formulated Ideal Final Result Two for advanced concept creation.

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Structure of ARIZ-85C

The whole structure of ARIZ-85C has nine parts (Fig. 14.1). In the next nine sections, we will explain the detailed structure of ARIZ-85C. Part 1: Problem Analysis (Fig. 14.2) To start using ARIZ-85C, we must have a well-prepared description and clear visual image (picture, sketch, photo, graphics) of the problem situation. The main goal of Part 1 is the transition from an initial problem statement to a distinctly constructed statement and model of a mini-problem. After Step 1.4, ARIZ-85C recommends using Inventive Principles, Scientific Effects, and Patent Collections. From Step 1.7, we go to the system of Standard Solutions. After Part 1 completion, some up-and-coming concepts appear. However, we will continue to Part 2.

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Fig. 14.1 Structure of ARIZ-85C and basic flow of problem-solving using all TRIZ elements

Fig. 14.2 The flow of problem analysis and solution generation in Part 1 of ARIZ-85C: from an initial problem statement, formulate a distinctly constructed statement and a mini-problem model

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Fig. 14.3 Part 2 of ARIZ-85C: create a list of time, space, substance, and field resources with associated parameters

Part 2: Problem Model Analysis (Fig. 14.3) The focus of Part 2 is to create a list of the time, space, substance, and field resources, with their associated parameters that are available for solving the problem. After completing Part 2, we are well prepared for developing innovative solutions in Part 3.

Fig. 14.4 Part 3 of ARIZ-85C: follow the flow of solution created by using the list of resources from Part 2 and ideas of the Ideal Final Results and Physical Contradictions

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Part 3: Determination of the Ideal Final Result and Physical Contradiction (Fig. 14.4) Part 3 is the most creative element of ARIZ-85C. After finding them in Part 2, we begin to analyze how to use our available resources as effectively as possible. The formulation of our Ideal final result one and Ideal final result two is the basis for realizing this achievement. From here, it becomes possible to formulate Physical Contradictions on a macro- and micro-level. Next, Steps 3.3 and 3.4 suggest the use of Separation Principles, Scientific Effects, and Patent Collections. Though previously directed to use Scientific Effects and Patent Collections in Part 1, we now have better information for using these tools more effectively. Finally, Step 3.6 requires us to explore the system of Standard Solutions again. The application of Part 3 of ARIZ directs us toward the ideal solution. It is not always possible to obtain an ideal solution, but the Ideal Final Results point to the most potent answers. Part 4: Utilization and application of substance-field resources (Fig. 14.5) Steps 3.3 through 3.5 of Part 3 initially realize the transition from a problem to an answer. Part 4 of ARIZ-85C further supports this activity.

Fig. 14.5 Part 4 of ARIZ-85C: continue creating solutions by using Simulation by “Little Manikins” and the modification of resources

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The method of Simulation by “Little Manikins” is used in Step 4.1. Simulation by “Little Manikins” allows us to see an ideal action (what must be done) without physics (how it must be done). The technique cuts the psychological Inertia created by the limits of what we know while it unleashes our imagination’s force. The use of simulation by “Little Manikins” often results in a problem solution. Steps 4.2 through 4.6 of Part 4 have procedures to change the substance-field resources defined in Step 2.3 and to use modified substance-field resources for problem-solving. In many cases, Parts 3 and 4 of ARIZ-85C result in a problem solution. Once a satisfactory solution has been reached, continue directly to Part 7. If there is no answer after completing Parts 3 and 4, go to Part 5. Part 5: Application of the System of Standard Solutions, Separation Principles, and Scientific Effects to reformulate Ideal Final Result Two and the Physical Contradiction (Fig. 14.6) There are three steps in Part 5 of ARIZ-85C: Step 5.1: Consider the possibility of solving the problem (formulated by the Ideal final result two and considering the modified substance-field resources specified in Part 4) according to the system of Standard Solutions.

Fig. 14.6 Part 5 of ARIZ-85C: using the System of Standard Solutions, Separation Principles, and Scientific Effects one more time

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Step 5.2: Consider the possibility of solving the problem (formulated by the Ideal Final Result Two and considering the modified substance-field resources specified in Part 4) by analogy with non-standard tasks previously solved by ARIZ. Step 5.3: Consider the possibility of eliminating a Physical Contradiction (formulated by using modified substance-field resources specified in Part 4) using Separation Principles and Scientific Effects. Part 6: Problem changing or replacing (Fig. 14.7) Simple problems are solved by overcoming a Physical Contradiction using Separation Principles or Scientific Effects. The solution to a complex problem is usually related to a change in the sense of the problem (removal of the initial limitations caused by psychological inertia before the solutions were deemed to be, or seemed to be, self-evident). A solution procedure is a problem-updating process. Part 7: Analysis of how the Physical Contradiction has been eliminated (Fig. 14.8) The aim of Part 7 is to check the quality of the developed solutions. The Physical Contradiction should be virtually removed “ideally.” It is better to spend two or three more hours to obtain a new and more effective answer than half a life struggling with a weak and poorly conceived idea. Part 8: Application of the obtained answer (Fig. 14.9) A good idea solves a problem and gives a universal key to many other similar problems. Part 8 of ARIZ-85C aims to use the best practices of problem-solving by ARIZ-85 for other similar problems.

Fig. 14.7 Part 6 of ARIZ-85C: changing or replacing the problem

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Fig. 14.8 Part 7 of ARIZ-85C: prepare for solution implementation

Fig. 14.9 Part 8 of ARIZ-85C: follow through with solution development analysis to support the solution process of similar problems

Part 9: Analysis of the procedure of problem-solving Part 9 aims to develop further the problem solver’s creative potential through careful analysis of the solution generation procedure.

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Guide to Diagrams of Typical Conflicts

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These are the ten most often used diagrams of typical conflicts for System Contradictions formulated in Step 1.3 of ARIZ-85C. 1. Counterwork (Fig. 14.10) Example 14.1 Tire traction (Fig. 14.11) 2. Mated action (Fig. 14.12) Example 14.2 The archer (Fig. 14.13) 3. Mated action (Fig. 14.14) Example 14.3 Radiation treatment (Fig. 14.15) 4. Mated action (Fig. 14.16) Example 14.4 Brushing teeth Cleaning teeth with a brush can lead to gum damage and bleeding. 5. Mated action (Fig. 14.17) Example 14.5 Debit card spending (Fig. 14.18) 6. Incompatible action (Fig. 14.19) Example 14.6 Uniform painting (Fig. 14.20) Problem When applying a coating to a part, an electric current is fed in pulses to a powder-melting zone. The primary function of the pulsed electric current is to melt the powder. The primary function of the applied permanent magnetic field is to hold the powder in the deposition zone. The hardness and uniformity of the created coating are not good because the electric current lowers the performance of the magnetic field, holding the powder in place.

Fig. 14.10 Useful action from tool A to product B is accompanied by a harmful reverse action (wavy arrow)

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Fig. 14.11 The tire holds the road, and the road damages tire

Fig. 14.12 Useful action from tool A to product B is accompanied by a harmful action to the same product B (for instance, the same action could be useful or harmful at separate stages of the action)

Fig. 14.13 An archery target is made from wood. It is short-lived, being easily damaged by arrows piercing into it

Fig. 14.14 Useful action from tool A to one part of product B1 is accompanied by a harmful action to another part of the same product B2

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Fig. 14.15 Tumor tissue can be destroyed by applying high temperatures. However, healthy tissue is destroyed too

Fig. 14.16 Useful action from tool A to product B is a harmful action for product C, where tool A, product B, and product C create a system

Fig. 14.17 A harmful action accompanies the useful action of tool A on product B to A by itself (mainly, causes a complication of A)

Proposed solution If the magnetic field is applied in pulses, each pulse corresponding to a current pulse, the powder melts and uniformly coats the surface being treated.

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Fig. 14.18 When buying some items with our debit card, the amount of money in our account becomes smaller. We must have a proper income to compensate for the money we spend

Fig. 14.19 Useful action from tool A to product B is incompatible with a useful action from tool C to product B (processing is incompatible with measurement) supplies a useful action from tool C to product B without changing the A–B interaction

Fig. 14.20 Uniform painting

7. Insufficient action (Fig. 14.21) Example 14.7 Measuring a water-skier jump (Fig. 14.22) Problem Water-ski jump length is measured using a microphone to record the water skier’s sound touching down on the surface. A referee indicates the touchdown moment. The sound propagation time and velocity in the air determine the length. The touchdown moment needs to be measured more precisely.

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Fig. 14.21 Useful action from tool A to product B is insufficient (dash arrow)

Fig. 14.22 Measuring a water-skier jump

Proposed solution It is suggested that both the time difference for sound propagation in the air and the water be measured. Two microphones are used. The sound arrives at the underwater microphone first and then at the air microphone. The difference in time between these events corresponds precisely with jump length. 8. Incomplete or absent action a. one of two interactions are absent (Fig. 14.23) Example 14.8 Hockey players Some hockey players prefer to play as individuals and do not pass to their teammates.

Fig. 14.23 There should be two different useful actions from tool A to product B, but one is absent (dotted arrow)

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Fig. 14.24 Tool A does not act on product B

Fig. 14.25 Tool A is absent

b. required interaction is absent (Fig. 14.24) Example 14.9 Basketball players The basketball player tries for a three-pointer but does not hit the basket. c. the tool is absent (Fig. 14.25) Example 14.10 Wind turbine (Fig. 14.26) Danish engineers designed a unique three-blade turbine. They need to find an appropriate field to turn the blades. The blades spin a shaft that connects to a generator and makes electricity. Wind energy is selected as a field for the rotating blades.

Fig. 14.26 Wind turbine

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Guide to Diagrams of Typical Conflicts

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Fig. 14.27 Useful action from tool A to product B is excessive (triple arrow)

9. Excessive action (Fig. 14.27) Example 14.11 Excess sleep (Fig. 14.28) 10. Uncontrolled action (Fig. 14.29) Example 14.12 Control of gas flow (Fig. 14.30) Problem The existing system for gas flow regulation is costly and very complicated. The proposed solution: The gas flow regulation system consists of an elastic spacer (such as silicone) positioned between two piezoelectric plates inside a pipeline. When an electric field is applied, the piezoelectric plates change dimensions. The resulting expansion of the piezoelectric plates’ volume is proportional to the external electric field’s size. The volume expansion of the piezoelectric plates compresses the spacer parallel to the pipe, causing the spacer to expand perpendicular to the pipe. Thus, the spacer blocks the passage of gas through the pipeline. The electric field size can be varied to change the gas flow rate or restrict flow.

Fig. 14.28 Sleeping more than eight hours per day is excessive

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Fig. 14.29 Tool A acts on product B uncontrollably (for instance, permanently), but the required action must be controllable (for example, pulsating)

Fig. 14.30 Piezoelectric plates control gas flow

14.3

ARIZ-85C. Part 1: Problem Analysis—Problem Transition From An Initial Problem Statement to a Distinctly Constructed Statement and Model of a Mini-Problem

1:1. Write down the conditions of a mini-problem without specialized terminology (Fig. 14.31) Mini-problem statement A. The system (purpose/primary function of the system) includes (list main parts of the system). B. With minimal changes to the system, it is necessary (specify the result, which should be obtained).

Fig. 14.31 List of main parts of the system where the problem occurs

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Fig. 14.32 Example of an image of the system where the problem occurs

Example 14.13 Truck and Drag Friction (Fig. 14.32). A truck delivers cargo. The interaction between the headwind (airflow) and the truck’s front creates drag (friction) when the truck is in motion. Air induced drag (friction) reduces the speed of the truck. It is not suitable for business because it increases the power required to deliver the cargo. The engine of the truck will consume more fuel to compensate for the air drag (friction). More fuel consumption means more pollution of the environment and more cost to the business. Air drag (friction) should be reduced. Mini-problem statement (Fig. 14.33) A. The system to deliver cargo includes a truck, air drag friction, cargo, and airflow. B. With minimal changes to the system, it is necessary to reduce air drag friction without reducing delivered cargo. 1. A mini-problem is generated by describing limitations within the inventive situation: “Everything remains unchanged or is simplified, but the required action (property) appears, or the harmful action (property) disappears.” The transition from the inventive situation to a mini-problem does not mean that a solution direction for a small problem is decided, nor does the introduction of additional

Fig. 14.33 Example of a list of main parts of the system (cargo delivery by truck) where the problem occurs

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Fig. 14.34 Tools and products should be selected from the list of main parts of the system; their states are the source for conflicting pair(s)

requirements (the result should be obtained “without requiring anything”) lead to conflict aggravation or premature reduction of the pathways to compromise. 2. While writing down 1.1, be sure to list the system’s parts and the natural elements interacting with the parts of the system. In the problem mentioned above, such a natural element interacting with the system is airflow. 3. To remove psychological inertia, refer to the parts of the environment’s system and elements with simple words 4. “Substance,” in TRIZ, is any part of a system. 1:2. Select the conflicting pair (Fig. 14.34): 5. A conflicting pair is a product and tool involved in a System Contradiction 6. “Product” is the part of the system that, depending on the problem’s conditions, is processed (made, transferred, changed, improved, protected from a harmful action, discovered, measured). 7. “Tool” is the part of the system that interacts directly with the product (a milling cutter but not a milling machine, a flame but not a burner). A tool may be a part of the environment. A tool may also be a standard part that is used to assemble a product. Two states should be defined for each tool. Two states mean two different values of one parameter related to the system’s primary function’s performance. Rules 1. If a tool can have two states per the condition of a problem, specify both. 2. If a problem includes two pairs of homogeneous interacting parts, one pair is enough. Example 14.14 The truck (Fig. 14.35) Products: cargo (large amount, small amount), air drag friction (high friction, low friction).

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Fig. 14.35 Tool and product selection from the list of main parts of the system with two states defined for each tool and product

Tools: truck (high speed, low speed), head airflow (high speed, low speed). We selected one tool, “truck (high speed, low speed)” and two products, “air drag friction” and “cargo,” as a conflicting pair for further analysis. 8. A part of the conflicting pair can be doubled to produce two different tools that simultaneously affect a product where one tool is a handicap to the other tool. Two products are affected by the same tool, or one product is a handicap to the other product. 1:3. Formulate System Contradiction 1 and System Contradiction 2 using a conflicting pair. Create the diagram for each using the Guide to Diagrams of Typical Conflicts: A. Identity System Contradiction 1. B. Select/create a diagram for System Contradiction 1 using the Guide to Diagrams of Typical Conflicts. C. Identify System Contradiction 2. D. Select/create a diagram for System Contradiction 2 using the Guide to Diagrams of Typical Conflicts. Example 14.15 The truck A. System Contradiction 1: If a truck is moving at a low speed, drag is reduced (Altshuller 1984) but the amount of cargo delivered per day decreases (Bukhman 2012). B. Select/create a diagram of System Contradiction 1 using the Guide to Diagrams of Typical Conflicts (Fig. 14.36).

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Fig. 14.36 A truck with the first state (low speed) was selected for System Contradiction 1; appropriate states for “cargo” and “drag” are defined because of the “truck—low-speed” selection

C. System Contradiction 2: If a truck is moving at high speed, it increases the amount of cargo delivered per day (Bukhman 2012) but drags increase (Altshuller 1984). D. Select/create a diagram of System Contradiction 2 using the Guide to Diagrams of Typical Conflicts (Fig. 14.37). 9. System Contradictions are called interactions in the system when • a useful action causes a simultaneous harmful action. • the introduction/intensification of the useful action or the elimination/reduction of the harmful action causes a deterioration (particularly, an inadmissible complication) of one of the system parts or the whole system. System Contradictions are formulated by first writing about one state of a part of a system, explaining what is right and what is bad, and then exploring the different states of the same system, specifying what is right and bad. Sometimes only one “product” is given per condition of a problem; the “tool” is absent, so a clear System Contradiction is absent. In such a case, a System Contradiction is produced by a general consideration of two states of a tool, though one of the states is known

Fig. 14.37 A truck with the second state (high speed) was selected for System Contradiction 2; appropriate states for “cargo” and “drag” are defined because of the “truck—high-speed” selection

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to be unacceptable. For example, the problem is how to see with the naked eye micro-particles suspended in a sample of an optically pure liquid if these particles are so small that light flows by them? System Contradiction 1: If particles are small, the liquid stays optically pure, but it is impossible to observe particles with the naked eye. System Contradiction 2: If particles are large, they are seen by the naked eye, but the liquid is no longer optically pure, which is unacceptable. Conditions of the problem exclude consideration of System Contradiction 2: the product must not be changed. Proceeding in this case from System Contradiction 1 to System Contradiction 2 will create added product requirements (small particles still being small have to become large ones). 10. Double-function diagrams of conflicts are met in some problems, e.g. (Fig. 14.38) 11. Steps 1.2 and 1.3 verify the general formulation of a problem. After step 1.3, it is necessary to return to 1.1 and check to see if there are any discrepancies in the development of and relationships between Steps 1.1, 1.2, and 1.3. If these three steps do not agree with each other, they should be corrected to be consistent. 1:4. From the two System Contradictions (System Contradiction 1 or System Contradiction 2) select the one that best carries out the primary production process (the system’s main function specified in the problem’s conditions). Example 14.16 The truck The primary function of the system is to deliver a large amount of cargo. So, System Contradiction 2 should be selected: a truck with a high speed delivers a large amount of cargo per day (Fig. 14.39). 12. By selecting one System Contradiction from two, we also choose one of the two opposite states of the tool. The designated solution should be related to the

Fig. 14.38 Example of a double-function diagram of a System Contradiction

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Fig. 14.39 System Contradiction 2 was selected for further analysis because “truck—high speed” provides the desired level of primary function performance… delivery of a large amount of cargo per day

newly selected state. For instance, the “high speed of truck” cannot be substituted with the truck’s “optimal speed.” ARIZ requires intensification rather than a weakening of the conflict. While keeping one state of a tool, we should identify a positive property that belongs to the opposite state. For example, while we have a “high speed of the truck,” we also want “low air drag friction” obtained without decreasing the truck’s speed. The model suggests that we have a high-speed truck with low air drag friction. Now we have a correctly selected System Contradiction. ARIZ-85C suggests using three TRIZ parts: Inventive Principles, Scientific Effects, and Patents (Fig. 14.40). System Contradiction 2 -> Inventive Principles: System Contradictions are always formed of two conflicting parameters—we would like to increase the speed of the truck but that benefit conflicts with the air drag friction: speed " air drag friction " => conflict.

Fig. 14.40 After System Contradiction choice (Step 1.4), ARIZ-85C recommends using Inventive Principles, Scientific Effects, and Patent Collections to create solutions

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Fig. 14.41 Inventive Principles choice for System Contradiction 2 resolution, using Altshuller Matrix

Select the most proper from the List of 39 Parameters: speed (9. Speed) " air drag friction (11. Stress/Pressure) " => conflict. Altshuller Matrix helps us find the most effective Inventive Principles with which to solve our System Contradiction 2 (Fig. 14.41). • • • •

Principle Principle Principle Principle

6. Multifunctionality. 18. Mechanical vibrations. 38. Strong oxidants. 40. Composite materials.

Principle 18. Mechanical vibrations suggest us to a. b. c. d. e.

cause an object to oscillate or vibrate, increase the object’s frequency (even to ultrasonic), use an object’s resonance frequency, use piezoelectric vibrators instead of mechanical ones, and use joint ultrasonic and electromagnetic field oscillations.

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General solution triggered by Concept 1: vibrating the truck’s front surface could lower the air drag friction. System Contradiction 2 -> Scientific Knowledge Database: To find proper effects for concept creation, we can convert the second conflicting parameter into a question: How can we reduce air drag friction? Or, how can we reduce drag friction? Or, how can we reduce drag? These statements are enough for use within a functional search or as a query to find appropriate concept creation effects. General solution triggered by Concept 2: a device for decreasing drag consists of air channels through which airflow passes. Part of the head airflow branches to the air channels. These channels pass through the wheel arches and along the sides of the vehicle body. Thus, the air channels link the front and rear surfaces of the vehicle. The aerodynamic drag force’s decrease is proportional to the channels’ cross-sectional area (Fig. 14.42). General solution triggered by Concept 3: a deflector for decreasing the aerodynamic drag of a vehicle includes a plate mounted on braces over the vehicle cab. The plate angle compared to incident airflow can be changed. The deflector changes incident airflow direction when the truck is in motion and makes the airflow near the truck less turbulent. The friction produced by the air flowing over the truck decreases. It decreases the drag force. Also, the deflector’s angle produces a vertical force that makes the truck more stable on the road (Fig. 14.43). 1:5. Reinforce (intensify) the conflict, specifying the limit state (action) of elements (parts). Example 14.17 The truck Assume that instead of “high speed,” “very high speed” is specified in System Contradiction 2 (Fig. 14.44).

Fig. 14.42 One solution for System Contradiction 2 is an air-channel that decreases the aerodynamic drag of a vehicle

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Fig. 14.43 One solution for System Contradiction 2 is a deflector that decreases the aerodynamic drag of a vehicle

Fig. 14.44 Reinforced System Contradiction 2: a truck with very high speed

1:6. Write down the specified problem model: A. Conflicting pair. B. Reinforced (intensified) formulation of the conflict. C. Find element x that solves the conflict of the selected System contradictions. Example 14.18 The truck A. Tool “truck (high speed, low speed)” and two products “air drag friction” and “cargo.” B. Truck with an extremely high speed increases the delivered cargo, but air drag friction increases. C. Find an element X that preserves the very high-speed truck’s ability to deliver a large amount of cargo but does not create a high level of drag (Fig. 14.45). 13. Usually, element x is not a new substance or a new part of the system. Element x is any change of parameters for an existing system, subsystem, and super-system (environment) components (including time, space, fields, and substances). For instance, it could be a temperature or phase state change of some part of the system or environment.

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Fig. 14.45 Model of the problem with an element x

1:7. Check for the possibility of using the System of Standard Solutions to solve the problem. It is always recommended that even when some new solutions for a problem are found in Part 1; Parts 2 and 3 should still be completed. 14. Often, analysis of Part 1 of ARIZ and creation of the model clears up the problem and, in many cases, allows us to see standard features in the original non-standard problem. Part 1 also supplies an opportunity for a more efficient application of the System of Standard Solutions. Example 14.19 The truck Create a substance-field model of the problem (Fig. 14.46). Select a Standard Solution. Standard 1.2.4. Removal of harmful interaction (function) by adding a new field (Fig. 14.47)

Fig. 14.46 After Step 1.7, ARIZ-85C suggests using the System of Standard Solutions by changing the analytical model into a substance-field model

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Fig. 14.47 Structure of the selected Standard 1.2.4: removal of harmful interaction (function) by adding a new field

Fig. 14.48 Selected Standard 1.2.4 is used for solution creation: the substance-field model of the problem is transformed into the substance-field model of a possible solution where running surface waves are used for Field 2

Suppose useful and harmful actions are linked between two elements in a substance-field model (direct contact of substances should be preserved). In that case, a problem can be solved by the transition to a dual substance-field model where the useful action remains beyond F1, and F2 neutralizes the harmful action (or converts the harmful action into a useful one). General solution triggered by Concept 4: running surface waves could reduce air drag friction (Fig. 14.48).

14.4

ARIZ-85C. Part 2: Creating a List of Time, Space, Substance, and Field Resources with Associated Parameters

Part 2 of ARIZ aims to analyze available resources that can be used to solve the problem, resources of space, time, substances, and fields.

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2:1. Determine the Conflict Zone 15. In the simplest case, the Conflict Zone is the space where the conflict develops Example 14.20 The truck In the truck and air drag friction problem, the Conflict Zone is where the truck surface and head airflow make contact. 2:2. Determine Operational Time 16. Operation Time is the available resources of time, both pre-conflict time T1 and conflict time T2 Sometimes conflict (unusually fast running, momentary conflict) can be prevented during T1 (Fig. 14.49). In the truck and air drag friction problem, Operational Time is the sum of T’2 (conflict time -> time of acceleration), and T’’2 (conflict time -> time of high speed) (Fig. 14.50). In our example, we do not have pre-conflict time T1. 2:3. Determine substance-field resources The main idea of using substance-field resources is to take advantage of changes in parameters of existing system substance and field resources (including the natural environment) for system problem-solving and development. 17. Substance-field resources are substances and fields that are already available or quickly produced under problem conditions. There are two types of substance-field resources

Fig. 14.49 Structure of Operational Time

ARIZ-85C. Part 2: Creating a List of Time, Space, Substance, and Field …

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Fig. 14.50 Structure of Operational Time for the truck and air drag problem

1. Internal-system substance-field resources 2. External-system substance-field resources a. substance-field resources are at once surrounding the area of the system where the problem exists; b. Background fields and general substance-field resources of any environment (the Earth’s gravitational or magnetic fields). Example 14.21 The truck Substance-field resources of the truck example are represented in Table 14.1

14.5

ARIZ-85C. Part 3: Realization of the Transition From a Problem to a Solution

Determination of the Ideal Final Result One, Ideal Final Result Two, and Physical Contradiction on macro- and micro-levels Part 3 of ARIZ’s application produces the concept of an ideal solution and determines the Physical Contradiction that supplies the Ideal Final Result Two’s achievement. It is not always possible to obtain an ideal solution, but Ideal Final Result Two shows the direction of the most potent answer. 18. An Ideal Final Result One formulation means that the achievement of a useful property (or elimination of a harmful one) must not be accompanied by a deterioration of other properties (or the appearance of harmful properties). The element x is included in the formulation of the Ideal Final Result One. 19. Reinforced Ideal Final Result One is a modification of Ideal Final Result One formulation where selected substance-fields recourse replaces the element x

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Table 14.1 Substance-field resources of our example Internal-system substance-field resources and their parameters Substances Parameters Fields Truck

Parameters

Length Width Height Area of the front surface Temperature Center of gravity Shape, a configuration of the front surface Shape, a configuration of truck “body.” Speed Power of engine Fuel consumption Aerodynamic resistance The friction force between wheels and surface of the road Cargo Weight trailer Length Width Height Area of the front surface Center of gravity Temperature Shape, a configuration of the front surface Shape, a configuration of cargo trailer “body.” Aerodynamic resistance The friction force between wheels and surface of the road Exhaust Direction of flow gases Speed of flow Temperature External-system substance-field resources a. Substance-field resources of the immediate physical surroundings of the system where the problem exists Substances Parameters Fields Parameters Head Temperature airflow Speed Direction Pressure Density (continued)

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Table 14.1 (continued) Internal-system substance-field resources and their parameters Substances Parameters Fields Surface of road

Parameters

Hardness of surface

Roughness of surface Curvature of surface b. General substance-field resources for any environment, “background” fields Substances Parameters Fields Parameters Thermal Temperature field Sun Intensity energy Gavity Acceleration of gravity

20. Ideal Final Result Two formulation means that the selected substance-fields recourse should provide opposite physical macro- or micro-states in the Conflict Zone during Operational Time 3:1. Write down a formulation of Ideal Final Result One While neither complicating the system nor causing harmful effects, element x eliminates (specify a harmful effect) during Operational Time within the Conflict Zone while preserving the tool’s ability to (specify an effective action). Example 14.22 The truck While neither complicating the system nor causing harmful effects, element x eliminates (reduces) air drag friction during Operational Time within the Conflict Zone, preserving a truck’s ability to drive at a very high speed (Fig. 14.51). 21. Besides the conflict, “a harmful action is connected with efficient action,” other conflicts are also possible, e.g., “introduction of a new, efficient action causes a complication of a system” or “one efficient action is incompatible with the other one.” Therefore, a formulation of the Ideal Final Result One given in 3.1 is only an example or pattern of an Ideal Final Result One description. 3:2. Reinforce (intensify) the formulation of Ideal Final Result One with added requirements: it must not introduce new substances or fields into the system. Use substance-field resources for replacement of the element x. Example 14.23 The truck Select as the example resource “head airflow” with its parameter “speed.”

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Fig. 14.51 Structure of Ideal Final Result One formulation

The process is to replace the element x with the words “head airflow”: while neither complicating the system nor causing harmful actions, “head airflow” eliminates (reduces) air drag friction during Operational Time within the Critical Zone (truck surface area contacting with head airflow), maintaining the ability of a truck to drive at a very high speed (Fig. 14.52).

Fig. 14.52 Structure of reinforced Ideal Final Result One formulation where element x is replaced by the selected resource “head airflow.”

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3:3. Write a formulation of the Physical Contradiction at the macro-level The selected resource for element x in the Conflict Zone during Operational Time should be (specify a physical macro-state) to execute (specify one of the conflicting actions or requirements). It should not be (specify the opposite physical macro-state) to execute (specify the other conflicting action or requirement). 22. It is essential to select a substance-field resource and its parameter. If a substance-field resource with no parameter is selected, there will be a problem creating “…opposite physical macro-states in the Conflict Zone during Operational Time.” Conflicting values of the selected substance-fields resource parameter are used to create “…opposite physical macro-states in the Conflict Zone during Operational Time.” Example 14.24 The truck Head airflow in the Conflict Zone during Operational Time should have a very high speed for the truck moving at very high speed (Fig. 14.53) and no speed where the head airflow contacts the truck surface (Fig. 14.54). This formulation suggests an idea: have “head airflow” with no speed at the truck surface where it makes contact with the head airflow, and the truck surface where it makes contact with the head airflow should have the same speed and direction as the head airflow. It is not, of course, a complete answer. For instance, how can the surface of the truck be moveable? 23. A Physical Contradiction is when two mutually different requirements exist for the same part about its physical state, e.g., be hot and cold, electrically conductive, and insulated. In other words, a Physical Contradiction is a conflict between two different values of one parameter. The purpose of Step 3.3 is to make the transition from System Contradiction to Physical Contradiction.

Fig. 14.53 The first part of the Physical Contradiction: head airflow with very high speed for the truck with very high speed

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Fig. 14.54 The second part of Physical Contradiction: head airflow with no speed where airflow makes contact with the truck surface

24. A Physical Contradiction on the macro-level is formulated at the whole Conflict Zone (e.g., the Conflict Zone must be both hot and cold) 25. If a macro-level application of Physical Contradiction causes difficulties, it can be stated as a partial formulation: “An element (or a part of an element in the Conflict Zone) must be (specify) and must not be (specify).” In solving a problem by ARIZ, the solution develops gradually. Do not interrupt the process at the first hint of a solution. Solutions should be fully explored, developed, and completed. 3:4. Write a formulation of the Physical Contradiction at the micro-level Particles of a substance (specify their physical state or action) must exist in the Conflict Zone to provide (specify the required macro-state per Step 3.3.). Particles must not exist in the Conflict Zone (or should be particles with the opposite state or action) to provide (specify the other required state per Step 3.3). Example 14.25 The truck Particles of the truck’s surface should not be movable for the car to experience a high speed of airflow at the truck’s surface and should be movable for the truck to experience no airflow speed at the surface of the truck. This formulation brings on the next (and more advanced) idea for an answer: surface traveling waves could satisfy both Physical Contradiction requirements at the micro-level. It is not, of course, a complete answer. For instance, how can these traveling waves be created? General solution triggered by Concept 5: the surface of the truck front can be covered with a piezoelectric film that generates surface traveling waves. The surface traveling waves’ speed can be adjusted to the head airflow speed to reduce air drag friction to zero (Fig. 14.55).

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Fig. 14.55 One solution based on a micro-Physical Contradiction: air drag friction is close to zero if the surface traveling waves’ speed is equal to the head airflow speed

26. Physical Contradiction at the micro-level is a Physical Contradiction formulated for the Conflict Zone components (particles), e.g., for the Conflict Zone to exist, its components must exist in two opposite states (be moving quickly and not at all, be hot and cold). 27. It is not necessary to specify the notion of “particle” in Step 3.4. It could be molecules, ions 28. Particles could be a. a substance; b. A substance in combination with some field and (less often) “field particles.” 29. If a problem has a solution only at the macro-level, Step 3.4 will be difficult to perform. In any case, an attempt to formulate a micro-Physical Contradiction is still useful because it gives more information that can help solve the problem at the macro-level. The first three parts of ARIZ significantly rearrange the initial problem. Step 3.5 finalizes this rearrangement. During the Ideal Final Result Two formulation, we obtain a new problem—a physical one. In the next steps, this problem should be solved. 3:5. Write a formula for Ideal Final Result Two The selected substance-field resources should provide (specify opposite physical macro- or micro-states) in the Conflict Zone (specify) during Operational Time (specify).

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Example 14.26 The truck Head airflow activates a piezoelectric film’s piezoelectric film to create surface traveling waves and does not activate piezoelectric components when the truck has low or no speed. General solution triggered by Concept 6: head airflow with high speed activates one portion of piezoelectric (airflow helps piezoelectric generate electrical energy by applying pressure). By applying electrical energy, these piezoelectric activate the next part of piezoelectric, which creates traveling surface waves. The speed of the surface traveling waves can be adjusted to the head airflow speed, and air drag friction can be reduced to zero. 3:6. Check for the possibility of using the System of Standard Solutions to solve any physical problem formed by Ideal Final Result Two

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ARIZ-85C. Part 4, Step 4.1.: The Method of Simulation by Little Manikins

4:1. The method of Simulation by Little Manikins (SLM) can be performed in three consecutive steps: 1. Create a conflict (conflicting requirements) diagram using the SLM method. Conflicting requirements are outlined as a symbolic picture (or sequence of several pictures) where a significant number of Little Manikins act (two groups, several groups, “a crowd”). Only changeable parts of a problem model (tool, element x) should be represented as Little Manikins. “Conflicting requirements” are a conflict from a problem model or opposite physical states specified in step 3.5 of ARIZ-85C. The latter is probably better, but there are no distinct rules for transitioning from a physical problem (3.5) to SLM. It is easier to draw “a conflict” in the problem model. 2. Change diagram”1” so that the actions of the Little Manikins do not cause a conflict It is a modification of diagram “1,” where the Little Manikins act without conflict. Placing two diagrams of conflicting actions in the same picture could often perform this step. If events are developing in time, it makes sense to make a sequence of several pictures.

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3. Proceed to a technical diagram 30. Step 4.1 is needed to be more distinctly what substance particles must do in and near the (conflict zone) CZ Example 14.27 The truck 1. We will use two groups of Manikins (Fig. 14.56). The first group (gray Manikins) represents the truck’s surface at a very high speed. The second group of green Manikins is airflow contacting the surface of the truck. Two groups of Manikins create connections between their hands when they meet each other. Manikins of the surface should use energy to release these connections. 2. Gray Manikins on the surface of the fast-moving truck should have a speed = 0 mph. If both groups of Manikins will have a speed = 0 mph, they will not have any connections. In this case, we will not have any friction between the surface of the truck and air (Fig. 14.57). 3. The speed of the truck and its surface elements should be equal but in opposite directions. The surface of the truck can be covered with a piezoelectric film that generates surface traveling waves. The speed of the surface traveling waves can be adjusted to the truck’s speed but in opposite directions. So, that air drag is reduced to zero (Fig. 14.58).

Fig. 14.56 Two groups of Manikins conflict

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Fig. 14.57 Two groups of Manikins are not in conflict

Fig. 14.58 One solution—the speed of the surface traveling waves can be adjusted to the truck’s speed, but in opposite directions. Therefore, air drag is reduced to zero

Homework Assignments 1:1 Propose examples for two of ten diagrams of typical conflicts (paragraph 14.2 of this chapter). An instructor will select two of these diagrams individually for each of the learners. 1:2. Each of the following exercises (14.1  14.10) describes a problem. Perform Parts 1, 2, 3, and 4.1 of ARIZ-85C for one of these problems.

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An instructor will select one of these problems individually for each of the learners. You can use the example Truck and Drag Friction as a guide for this assignment creation. More information for assignment 1.2: • Materials that you will need to perform step 1.4 of ARIZ-85C (System Contradictions and Inventive Principles) can be found in paragraph 6.1 of this book. Altshuller System (Technical) Contradiction Matrix also is a part of this book. • Materials that you will need to perform Steps 1.4, 3.3, and 3.4 of ARIZ-85C (Scientific Effects) you can find in Chap. 10 of this book. An instructor will also support each learner individually to find appropriate Scientific Effects for selected System Contradiction. • Regarding materials that you will need to perform steps 1.4, 3.3, and 3.4 of ARIZ-85C. It is recommended to use the USPTO website http://www.uspto.gov/ by clicking “Patents -> Patent search,” or/and Google advanced patent search http://www.google.com/advanced_patent_search. • You will need materials about the System of Standard Solutions for performing steps 1.7 and 3.6 of ARIZ-85C. These materials you can find in Chap. 12 of this book. An instructor will also support each learner individually to find proper Standard Solutions. • Separation Principles that you will need to perform steps 3.3 and 3.4 of ARIZ-85C, you can find in Chap. 7 of this book.

Fig. 14.59 Giant statues from Easter Island

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Exercise 14.1 Moai from Easter Island (Fig. 14.59) Easter Island is recognized by the giant stone monoliths, known as Moai, that dot the coastline. The height of these statues reaches 10 meters, and they can weigh 20 tons or more. How did the inhabitants of Easter Island transport the massive statues that surround the island? Exercise 14.2 Speed of Submarine (Fig. 14.60) The underwater speed of today’s best submarines is about 32 knots (37 mph). How can the speed of submarines (or any other underwater object) be increased? Exercise 14.3 Vacuum Cleaner (Fig. 14.61) Standard vacuum cleaners have a severe problem. To clean rugs more effectively, the suction of the vacuum should be as strong as possible. However, the stronger the suction, the more difficult it is to maneuver the vacuum. How can the problem be solved? Exercise 14.4 Silent Cartridges (Fig. 14.62) There are two primary sources of sound when a gun is fired: a “boom” from expanding burning gases and the sound of the bullet traveling at supersonic velocities. The usual noise level of a standard rifle cartridge is 160-165 DB. The typical way of decreasing that level to 130−135 dB is to use sub-sonic bullets and install a “silencer” (a muzzle device) to reduce the shot’s sound. However, the “silencer” is a very sophisticated device, and it does not reduce the “boom” ultimately. Create a silent cartridge. Exercise 14.5 Vibrating feeder (Fig. 14.63) A vibrator vibrates the cap with a tray that is rigidly connected to the bottom of the cap. In the beginning, the cap is filled with components. After some time, the quantity and the total weight of the components (load) become less. As the load is

Fig. 14.60 High-speed submarines can travel at 37 mph (59 km/h)

14.6

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Fig. 14.61 Vacuum cleaner

Fig. 14.62 There are two primary sources of sound when a gun is fired: a “boom” from expanding burning gases and the sound of the bullet traveling at supersonic speeds

reduced, the vibrating system’s weight is reduced, and the vibration’s amplitude becomes larger. As a result of these changes, the speed of part delivery becomes unstable. Supply stable delivery, regardless of the number of components in the cap. Exercise 14.6 Quality of pressing metallic parts (Fig. 14.64) One method of directly pressing a metal part is to • place a hot ingot of steel into the cylindrical container, • extrude the hot metal through a matrix to form the desired part using a compression ram under thousands of pounds of pressure. The finished parts have some severe defects. The metal with the lowest density is flowing through the holes in the mold, and therefore the parts are often not solid enough. How can parts with higher density be produced?

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Fig. 14.63 The cap is full of components on the left, and the delivery of components is stable while the quantity of components is reduced on the right, and the delivery of components is unstable

Fig. 14.64 A system for pressing metal parts where part density is low near the axis and high near the walls

Exercise 14.7 Brick (Fig. 14.65) A brick is a block or a single unit of a kneaded clay-bearing soil, sand and lime, or concrete material. After forming and coating, the bricks are dried using heated airflow. Moisture from the surface of raw bricks evaporates very quickly. Capillaries move moisture up to the surface, too slow to replace evaporated moisture. It converts the surface layer of brick in the sintered crust. Inside, the brick stays wet. You can decrease the rate of flow of the heated air to reduce the rate of evaporation. In this case, the internal moisture will have enough time to reach the surface. However, the low gradient of temperature decreases the speed of moisture movement through the capillaries. It is necessary to dry raw bricks with good quality and high productivity.

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Fig. 14.65 Brick

Exercise 14.8 Invisible tank (Fig. 14.66) Anti-tank “heat-seeking” missiles use an infrared guidance system that uses the difference between their target’s thermal radiation and that of the background. The infrared guidance system detects the thermal signature or detects the tank’s heat versus the colder background. An infrared guidance system should not detect battle tanks. Exercise 14.9 Optical keyboard (Fig. 14.67) The optical keyboard has a lot of optical pairs. How to decrease the number of optical pairs? Exercise 14.10 Pile cleaning (Fig. 14.68) Over a long period, pilings in the sea and ocean are covered by a crust of algae and sea animals. This layer is porous and very strong. From time to time, pilings should be cleaned. Mechanical and chemical treatment methods are used. These methods are costly and time-consuming. It is necessary to find cheap and effective methods for cleaning the pilings. Fig. 14.66 Battle tank

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Fig. 14.67 Optical keyboard

Fig. 14.68 Pile cleaning

References Altshuller, G. S. (1984). Creativity as an exact science. New York, NY: Gordon and Breach. Bukhman, I. (2012). TRIZ technology for innovation. Taiwan: Cubic Creativity Company.

Root-Cause Analysis

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In this chapter, we will explore the main ideas of using Root-Cause Analysis. The Root-Cause Analysis will direct learners to simplification of initially stated problems and selecting the right problems. Objectives By the end of this unit, participants will be able to 1. Simplify initially stated problems. 2. Select the right problems for further solving.

15.1

Root-Cause Analysis (RCA)

RCA is a method used for identifying the root causes of faults or problems. A factor is considered a root cause if removal thereof from the problem-fault-sequence prevents the final undesirable event from recurring (https://en.wikipedia.org/wiki/ Root_cause_analysis). RCA is included in many proven methods: Lean Manufacturing, Failure Analysis, FMEA, Risk Management, Accident Analysis, DFSS, Six Sigma, etc. RCA is a systematic method that leads to the discovery of a fault's first or root cause. A definite progression of actions and consequences leads to a failure or a more straightforward problem. An RCA investigation traces the cause-and-effect trial from the end failure back to the root cause. It is much like the deductive reasoning process of Sherlock Holmes. RCA helps to define the right problem and simplify the initially stated problem.

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Example 15.1 A senior engineer of a leading international company urgently called the Boston purchasing department. “We have to buy new pipes for our ventilation system!”. Accidentally, a young engineer Mark Smart who had recently completed an RCA course overheard this conversation. He decided to use RCA for the pipe-related problem. Mark started with the phrase of a senior engineer and called it an “undesirable event” (Fig. 15.1). His next step was to ask the first logical and straightforward question, “Why do we need to buy more air pipes.” One of the manufacturing engineers quickly found an answer, first cause of the initially stated problem “because of the air pipes’ corrosion” (Fig. 15.2). Mark asked for the second question, “Why are the air pipes corroded,” and received a second answer-cause “because of acid present in the air” (Fig. 15.3).

Fig. 15.1 The starting point for any RCA is the initially stated problem; often called the undesirable event

Fig. 15.2 The starting point for any RCA is the initially stated problem, often called the undesirable event… from there, we ask the first question, the first why

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Fig. 15.3 Next Why and the next more clear answer-cause

Mark was not satisfied with the last answer and decided to ask for the next question, “Why is an acid in the air” and received a clearer answer-cause “because of solvent fumes” (Fig. 15.4). After receiving two last answers to his last two questions, Mark understood what he found was the root-cause of the initially stated problem (Fig. 15.5). The RCA of the pipes problem gave an excellent result: instead of buying new pipes, an instruction was created for the technician to cover the solvent tank at the appropriate time. Sure, it was necessary to replace the ruined pipes once; however, the problem was systemically resolved for the future. Homework Assignments 1:1. Define causes for one of the faults or problems (Exercises 15.1  15.6). An instructor will select one of these faults or problems individually for each of the learners. Exercise Exercise Exercise Exercise Exercise Exercise

15.1 15.2 15.3 15.4 15.5 15.6

The student received poor testing scores. Car suddenly stopped. Student X was late today. Student X does not have enough money for a comfortable life. Student X does not have enough time for homework. Problem/situation by the reader choice.

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Fig. 15.4 Even after receiving a more definite answer, Mark decided to go ahead

Fig. 15.5 The starting point for any RCA is the initially stated problem, often called the undesirable event… from there, we ask the first question, the first why that starts the cascade of questions that leads to the root of the problem

Value Methodology

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This chapter will explore the main ideas of the basics of Value Methodology and Trimming (Kaufman 1998; Miles 1989; Appendix A). 1. Value Methodology (VM) is a professionally applied, function-oriented, systematic team approach used to analyze and improve value in a product, facility design, system, or service. It is a robust methodology for solving problems and reducing costs while improving performance/quality requirements. VM can be applied to any business or economic sector, including industry, government, construction, and service. Using VM is a phenomenally successful long-term business strategy (SAVE International https://www.value-eng.org/). 2. Value Methodology is a system created to prevent unnecessary costs during the product/process design and find and remove unnecessary costs during product manufacturing in the most profitable manner (The Lawrence D. Miles Value Foundation https://www.valuefoundation.org/). 3. VM is defined as an organized effort directed at analyzing the functions of systems, equipment, facilities, services, and supplies to achieve the essential functions at the lowest life cycle cost consistent with required performance, quality, reliability, and safety. 4. VM is a proven tool to reduce costs and increase the value of products and operations. The VM's goal is to improve the value as determined by the buyer, not merely to reduce costs. 5. VM is a set of disciplined thinking techniques focused on improving problem-solving, creativity, and decision-making by understanding and increasing products or services' value. The primary and most effective VM technique is Functional Analysis. Fundamental principles of VM include:

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a. Value is increased by increasing quality and functionality or by lowering costs and problems, or both. b. Every product (or system) has both necessary and unnecessary costs—the ideal goal is to remove unnecessary costs while preserving or increasing the functionality. c. Every part of a product has a measurable contribution (positive or negative) to the system’s ultimate function. d. The more abstractly we can define the function of what we are trying to carry out, the more opportunities we will have for divergent, innovative thinking. Trimming is a method for improving systems is based on the elimination of components and the redistribution of their useful (secondary) function between remaining components. Objectives By the end of this unit, participants will be able to 1. Understand the fundamental principles of VM and trimming method for system analysis and development. 2. Understand and highlight VM applications and benefits. 3. Explain VM influence on phases of the system life cycle. 4. Understand the competitive advantage of using VM. 5. Describe functions of system components by using active verbs and measurable nouns. 6. Understand the meaning of primary and secondary functions. 7. Define primary and secondary functions and perform simple trimming.

16.1

A Short History of Value Methodology

VM was created in the United States by engineer Lawrence D. Miles more than seventy years ago. In 1985, Mr. Miles received an Imperial Award, on behalf of His Majesty, the Emperor of Japan, “In recognition of Mr. Miles outstanding contribution to Japanese industry and economy through his Value Analysis, Value Engineering Techniques (Fig. 16.1).” 1947–1951. Due to the competition for raw materials, products, personnel, and other resources in a time of war, Mr. Miles developed a procedure for procuring, designing, and using components and products. This procedure used “functions” as its basis. Mr. Miles found that he could more readily obtain what he needed if he used his new procedure rather than specifying standard designed components. This new “function” based procedure was so successful that it was possible to produce the goods with higher production and operational efficiency and less expensively. As a result of its tremendous first success, GE formed a select group to refine the method. Larry Miles headed the group.

16.1

A Short History of Value Methodology

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Fig. 16.1 VM-VE timeline

1952–1955. Miles was working toward continuous improvement, and GE formed a core group to address this area. By the 1950s, many companies and governments applied Value Engineering techniques, which set the ball rolling. Several organizations have been formed to help people learn the process, monitor it, and set standards. The process generated by Mr. Miles and the General Electric department he headed created the basic structure for the process that has survived to this day. 1956–1964. In the mid-1960s, three Federal organizations, the Navy Bureau of Shipyards and Docks, U.S. Army Corps of Engineers, and U.S. Bureau of Reclamation, adopted the “function``-based procedure in their organizations. Due to the nature of their work and dedicated staff, these Government groups named the method “Value Engineering (VE).” The name Value Engineering later became the most universally accepted name for the “function”-based procedure. 1964. In the 1960s, Mr. Charles Bytheway developed an added component to the primary Method. During his work for Sperry UNIVAC, he created a functional critical path analysis procedure that highlighted the logic of the activity’s value being studied. A diagramming procedure called the “functional analysis system technique” (FAST) was adopted as a standard component of the Value Method. 1965–1985. Before the death of Mr. Miles in 1985, the Value Engineering process had gained worldwide acceptance. It spawned an international organization dedicated to its practice and competent practitioners’ certification (Society of American Value Engineers International or SAVE International). Further, it had saved billions of dollars.

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Since 1993, U.S. federal agencies and departments have been required to use value engineering “as a management tool to ensure realistic budgets, identify and remove nonessential capital and operating costs, and improve and maintain optimum quality of program and acquisition functions.” This requirement was established by. • Public Law 104–106, Sect. 4306—Value Engineering for Federal Agencies, • OMB Circular A-131—Value Engineering, • Government Performance and Results Act (GPRA) of 1993.

16.2

Benefits of Using Value Methodology

The VM helps organizations compete more effectively in local, national, and international markets by. • • • • • •

Decreasing costs, Increasing profits, Improving quality, Expanding market share, Saving time, and Using resources more effectively.

Value Methodology produces savings of 30% of the estimated cost for manufacturing a product, constructing a project, or providing a service. The return on investment that public and private organizations derive from implementing VE programs averages 10–1 (Table 16.1). Table 16.1 Summary of past Value Engineering savings—Federal-Aid Highway Program (https://www.fhwa.dot.gov/ve/index.cfm) Summary of Past VE Savings Federal-Aid and Federal Lands Highway Programs FY 2012 FY 2011 FY 2010 FY 2009 Number of VE Studies Cost to Conduct VE Studies and Program Administration Estimated Construction Cost of Projects Studied Total Number of Proposed Recommendations Total Value of Proposed Recommendations Number of Approved Recommendations Value of Approved Recommendations Return on Investment

FY 2008

352 378 402 427 388 $12.0 M $12.5 M $13.6 M $17.08 M $12.47 M $30.3 B

$32.3 B

$34.2 B

$29.16 B $29.93 B

2,905

2,950

3,049

3,297

3,022

$3.78 B

$2.94 B

$4.35 B

$4.16 B

$6.58 B

1,191

1,224

1,315

1,460

1,323

$1.15 B 96:1

$1.01 B 80:1

$1.98 B 146:1

$1.70 B 99:1

$2.53 B 203:1

16.3

16.3

VM and Phases of the Life Cycle of Products, Systems, or Procedures

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VM and Phases of the Life Cycle of Products, Systems, or Procedures

Value Methodology may be successfully introduced at any point in the life cycle of products, systems, or procedures (Fig. 16.2). It is recommended to use VM-VE in the early stages of the system life cycle—in System Development Cycle (Fig. 16.3). In this case, VE will save expenses for the next stages of the system life cycle.

16.4

Function Analysis

Function analysis is the cornerstone of the VM. It is the one discipline that separates VM from the many other problem-solving initiatives and processes available. Let us highlight the essential ideas of function and function analysis (Kaufman 1998): • The function is the intent or purpose of a system, product, or process operating in its usually prescribed manner. • The function is the result desired by the customer; it is what the customer pays. It is the goal, not an action, but it is the result of an action.

Fig. 16.2 Value Methodology can be successfully introduced at any stage in the life cycle of any system

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Fig. 16.3 Value distribution of the product life cycle cost (average for engines, cars, airplanes, ships)

• Function analysis separates the intent or purpose of something from its description, then improves its value by manipulating its functions. • Function analysis is the key to identifying and understanding the problem. Describing Functions Miles used a verb-noun (two words) discipline to portray functions, prescribing an active verb, and a measurable noun in combination (Fig. 16.4).

Fig. 16.4 Function description contains two words: active verb and measurable noun

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Function Analysis

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The verb describes the action, and the noun defines the object of that action. Some examples of function descriptions: 1. A spring does not move parts; it “stores energy.”

2. A screwdriver does not turn screws; it “transmits torque.”

3. An oil filter does not clean oil; it “traps particles.”

Active Verbs Express the function more actively; try using the noun as a verb and then select another noun (Table 16.2). Measurable Nouns Using measurable nouns to describe functions is essential: • For evaluating and selecting the best proposal alternatives to resolve. • For presenting the proposals to decision-makers for approval and funding authorization. • Because the problem to be resolved determines definite measurements to use for analysis and problem-solving. Table 16.2 Differences between passive verbs and active verbs

Passive verb

Active verb

Provide support Seek approval Develop exhibits Submit budget Determine resolution

Support weight Approve budget Exhibit products Budget expenses Resolve problem

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Table 16.3 Measurable nouns Measurable nouns

Available function

Available measurable units

Weight Force Heat Light Radiation Electric current Flow Energy Torque Circuit Parts Responsibility Plan Proposal

support weight absorb force accumulate heat produce light detect radiation Limit current Control flow Store energy Transmit torque Complete circuit Store parts Transfer responsibility Develop plan Create proposal

Newton, N (kgm/s2) Newton, N (kgm/s2) Heat quantity, Joule, J (kgm2/s2) Intensity of light, W/m2 Intensity of radiation, W/m2 Ampere, A Flow velocity, V (m/s) Joule, J (kg  m2/s2) Nm, or (kg  m2/s2) Size of the network or energy consumed Quantity or dimensions Time, people Time, people Time, people

Some examples of measurable nouns (Table 16.3): Defining and Classifying Functions VM defines a function as intent or purpose that a product or service is expected to perform. How a product or service is used does not identify its functions. A book or computer may make an excellent doorstop, but the function of a book/computer is not to “prevent movement.” Miles defined and classified functions to assist in separating them from their design descriptions. Once defined, functions can be examined and analyzed to determine their contribution to the value equation: Value ¼ Function=Cost The classifications of functions We will discuss two functions: basic and secondary functions. Basic Function is the principal reason (s) for the existence of the product or service, running in its normally prescribed manner. Secondary Function is the method (s) selected to carry out the primary function or those functions and features supporting the primary functions. Secondary functions are sometimes sub-classified as “required” functions that may not contribute to a primary function. A customer mandates it as a condition to a sale.

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Examples of the “required” functions: • The size and layout of a PC keyboard. • The emergency brake in an automobile. • The buttons on the sleeves of men’s sport jackets. All these carriers of the “required” functions represent costly features or functions that do not contribute directly to the product’s primary function but are mandated by the customer. There are four rules for primary function determination. Rule 1: Once defined, a primary function cannot change. For single components, primary function determination is simple: • The function of a spring is to store energy. • The function of a screwdriver is to transmit torque. • The function of a filter is to trap particles. Determining the primary function of products is more complicated: • Is the primary function of a butane lighter to “create heat” or “produce flame”? • Is the primary function of a pencil to “make marks” or “deposit graphite”? • Is the primary function of an electric light bulb to “inform the user,” “generate heat,” or “emit light”? Rule 2: The cost to satisfy a primary function is usually less than 5–20% of the total product cost (less than 5% for consumer products). Let us take some examples and compare alternatives for the primary function. Compare two alternatives of the primary function “reflect image”: • Auto rear-view mirror that costs $100–200. • A simple mirror that costs $2–10. Compare two alternatives of the primary function “produce flame”: • One-dollars lighter. • One-tenth of cent match. Compare two alternatives of the primary function “indicate time”: • Rolex watch that costs $20,000. • Wristwatch for less than $20.

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Why do people purchase Rolex watches? Certainly not for the ability or accuracy in performing the function “indicate time.” Could we say that a broken Rolex watch is worth $19,980? Rule 3: Seller cannot sell primary functions alone, but the supporting (secondary) functions cannot be sold without first satisfying the primary function. Secondary functions are incorporated into the product to support and enhance the primary function and help sell the product. The elimination of non-customer-sensitive secondary functions will reduce product cost, increasing value without detracting from its value. Rule 4: The loss of primary function causes the loss of market value and worth of the product or service. Though the primary function's cost contribution is small, its loss will cause the loss of the product's market value (Fig. 16.5). Example 16.1 we will try to define the primary and secondary functions of the pencil. It proposed to use the following steps to create this search: 1. Identify all components of the pencil. There is an eraser, metal band, body, paint, and lead (Fig. 16.6). 2. Define functions for pencil components (Fig. 16.7). 3. Select basic(s) and secondary functions from the list of function (Fig. 16.8) The function “make marks” was selected as the primary function of the pencil. All other functions are secondary or in support of the primary function. They are candidates for elimination, consolidation, or modification to reduce the cost of the product.

Fig. 16.5 Loss of primary function means the loss of the market value of the product

16.4

Function Analysis

Fig. 16.6 Components of the pencil

Fig. 16.7 Functions of the pencil and its components

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Fig. 16.8 Primary and secondary functions of the pencil and its components

16.5

Trimming

In this section, we will discuss the very basics of Trimming. The reader can find a more fundamental and detailed description of the Trimming Method—Design Simplification Strategy in Sect. 5.2. Trimming is a method for improving systems is based on the elimination of components and the redistribution of their useful (secondary) function between remaining components (Bukhman 2012; Goldfire; Appendix A). Example 16.2 we will try to use a trimming method for a plastic syringe. It proposed to use the following steps to perform trimming: 1. Identify all components of the plastic syringe. There are piston, vessel, and needle (Fig. 16.9). 2. Define functions for needle components (Fig. 16.10). 3. Select primary and secondary functions from the list of functions (Fig. 16.11).

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Trimming

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Fig. 16.9 Components of a plastic syringe

Fig. 16.10 Functions of components

4. Please remove one of the components and distribute its useful (secondary) functions between the remaining components. We decided to trim the piston and to distribute its function “moves medicine” to the vessel (Fig. 16.12) 5. Redesign component, which now should perform an additional function. Sometimes some other components also should be redesigned. In our case, we use more flexible material for the tube (instead of the barrel) in a place where we pressure it with our fingers (Fig. 16.13).

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Fig. 16.11 Primary and secondary functions of components

Fig. 16.12 Trimming of piston

Homework Assignments 1:1. Each of the following exercises, 16.1  16.5, describes a system. Define primary and secondary functions and perform trimming for one of these systems. An instructor will select one of these systems individually for each of the learners.

16.5

Trimming

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Fig. 16.13 Results of Trimming of the piston

It is proposed to use the following sequence of steps for defining primary and secondary functions of a given system: 1. Identify all components of the given system. The instructor already prepared this step for the reader. Identify all components of the pencil. 2. Define functions for the system components. 3. Select basic(s) and secondary functions. Please use two more steps to perform trimming: 4. Please remove one of the components and distribute its useful (secondary) function between the remaining components. 5. Redesign component, which should perform an additional function. Sometimes some other components also should be redesigned. Exercise Exercise Exercise Exercise Exercise

16.1 16.2 16.3 16.4 16.5

Hand (Fig. 16.14). Ink Nib (Fig. 16.15). Eye (Fig. 16.16). Tennis racquet (Fig. 16.17). Fly fishing rod (Fig. 16.18).

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Fig. 16.14 Hand

Fig. 16.15 Ink Nib

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16.5

Trimming

Fig. 16.16 Eye

Fig. 16.17 Tennis racquet

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Fig. 16.18 Fly fishing rod

References Bukhman, I. (2012). TRIZ technology for innovation. Taiwan: Cubic Creativity Company. Kaufman, J. (1998). Value management. Menlo Park, CA: Crisp Publications. Miles, L. (1989). Techniques of value analysis and engineering. Washington, DC: Lawrence D. Miles Value Foundation.

Function Modeling and Analysis and Trimming Method

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This chapter will explore system analysis and find problems using functional analysis and trimming methods—design simplification strategy. Functional modeling and analysis of a system is the main part of Value Methodology. Value Methodology is a system created to prevent unnecessary costs during product/process design and to find and remove unnecessary costs during product manufacturing. A system’s functional model defines and describes the functions of each system part and a super-system element. It explains how the system works. Functional modeling analyzes interactions between elements. It helps to define any existing problem in the analyzed system. The trimming process simplifies and reduces the cost of the system while preserving its essential functionality and quality. The trimming process improves a system by cutting the most problematic components (high cost, introduces harmful functions) and redistributes their useful functions, among other components. The design variants that result from trimming will generate different problem statements, which, if solved, can lead to highly innovative solutions. Objectives By the end of this unit, participants will be able to 1. Understand and define function model elements: targets, components, actions/functions, and super-systems. 2. Recognize and formulate different types of functions. 3. Build a functional model for the system and find all problems related to harmful, insufficient, and excessive interactions. 4. Analyze components and select the most “problematic” part (s) for trimming. 5. Trim “problematic” part using different conditions. 6. Formulate trimming problems. © Shanghai Jiao Tong University Press and Isak Bukhman 2021 I. Bukhman, Technology for Innovation, Management for Professionals, https://doi.org/10.1007/978-981-16-1041-7_17

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Function Model Elements

Value Methodology uses four elements to build function models: targets (products), components, actions (functions), and super-systems. We have already developed an understanding of actions as the direct aim of any system in Chap. 16. Let us look at the other elements of a function model: targets, components, and super-systems. Targets The target of a system is the goal of the primary function of the system. Example 17.1 Car (Fig. 17.1) What is the purpose of a car? Car transports driver/passenger. The “driver/passenger” is the car’s target because it is the primary function “transports’ object.” Main rules related to target: • • • •

The target of the system is independent of the system. The target of a system cannot be trimmed from the system. The system itself always supplies the primary function. A system can have multiple main functions and, therefore, multiple targets.

Example 17.2 Electric fan (Fig. 17.2) The electric fan moves air. The “air” is the electric fan’s target because it is the object of the primary function “moves.” Example 17.3 Laser cutter (Fig. 17.3) The laser cutter cuts the metal part. Thus “metal part” is the target of this system.

Fig. 17.1 Car

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Function Model Elements

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Fig. 17.2 Electric fan

Fig. 17.3 Laser cutter

Example 17.4 Fuse (Fig. 17.4) Fuse limits current. Thus “current” is the target of this system. Components The components of a system are those elements that are parts/components of the system design. Main rules related to target: • Components may be changed within or trimmed from a system. • A single part can consist of a single object or a group of objects. Example 17.5 Electric fan (Fig. 17.5) Example 17.6 Laser cutter (Fig. 17.6) Example 17.7 Fuse (Fig. 17.7) Super-systems A super-system is an element that influences the system but is not designed as a part of the system. Main rules related to super-systems:

454 Fig. 17.4 Fuse

Fig. 17.5 Electric fan and its components

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Function Model Elements

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Fig. 17.6 Laser cutter and its components

Fig. 17.7 Fuse and its components

• Super-system elements cannot be eliminated or changed because they are, by definition, outside of the system and beyond the system’s control. • Super-system elements can be any elements: air, gravity, light, external systems. • Users or operators that interact with the system and cannot be ignored. Super-system elements for electric fan could be electric power, space of the room, gravity, human face. Super-system elements for toothbrushes could be toothpaste, saliva, lips, air. Super-system elements for laser cutter could be an operator, air, gravity, related equipment.

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Function Modeling and Analysis and Trimming Method

Building a Functional Model of the Device

We will use different types of functions, which will be interactions between elements of the functional model: • Normal useful function—is a function that satisfies the requirements of the user of the function. • Insufficient useful function—is a useful function with an actual performance level lower than the required performance level. • Excessive useful function—is a useful function with an actual performance level higher than the required performance level. • Harmful function—is a function that worsens the parameters or performance of a function object.

What is a functional device model? • A functional device model is an abstract collection of the target, components, and super-system elements, which, via actions, contribute to the device’s primary function. • Actions within device models can be useful, insufficient, excessive, or harmful to the overall system. • Actions may occur between components, super-systems, or the target of the device. We will use the following sequence of steps for building a functional model of a system: 1. 2. 3. 4. 5.

Define the target of the system. Define the components of the system. Define the super-system elements interacting with the system. Define interactions between all defined elements. Define insufficient useful, excessive use, or harmful interactions between all defined elements. 6. Find all problems related to harmful, insufficient, or excessive interactions. Harmful, insufficient useful, and excessive useful interactions are the main sources of problems of the analyzed system Example 17.8: Ampoules (Fig. 17.8) are commonly used to store liquid medicine. During the packaging process, the ampoule neck is exposed to a very intense flame when the neck is sealed by welding. The high temperature of welding causes a problem. It overheats medicine and damages it. To understand the problem, we created a functional model of the described system and provided a functional analysis of the created model.

17.2

Building a Functional Model of the Device

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Fig. 17.8 Ampoule

1. Define the target of the ampoule. The medicine is the ampoule target (Fig. 17.9) because medicine is the object of the ampoule’s primary function: an ampoule stores medicine. 2. Define the components of the ampoule. They are burner, flame, and ampoule (Fig. 17.10). 3. Define the super-system elements for the ampoule. They are a belt, gravity, air (Fig. 17.11). 4. Identify interactions between elements (Fig. 17.12): • • • • • • •

Burner “generates” flame. Flame “welds” ampoule. Belt “moves” ampoule. Gravity “holds” ampoule. Ampoule “stores” medicine. Ampoule “overheats” medicine. Air “cools” ampoule.

5. Find insufficient useful, excessive useful, and harmful interactions between elements (other interactions are typical useful) (Fig. 17.13):

Fig. 17.9 The target of the ampoule

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Fig. 17.10 Components of ampoule

Fig. 17.11 Super-system elements for ampoule

17.2

Building a Functional Model of the Device

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Fig. 17.12 A functional model of an ampoule contains one super-system component (air), system components (flame, belt, burner, and ampoule), and product (medicine). There are seven functions/interactions in the functional model: burner generates flame, flame welds ampoule (neck of ampoule), the flame heats ampoule, ampoule heats medicine, ampoule contains medicine, the air cools ampoule, and belt holds ampoule

• Flame “welds” ampoule - > it is an exceedingly useful function. • Ampoule “overheats” medicine - > it is a harmful function. • Air “cools” ampoule - > it is an insufficient useful function. 6. Identify all problems related to harmful, insufficient, and excessive interactions • Flame “welds” ampoule - > How to weaken the function “welds ampoule”? • Ampoule “overheats” medicine - > How to cut function “overheats medicine”? • Air “cool” ampoule - > How to intensify the function “cools ampoule”?

17.3

Trimming Method—Design Simplification Strategy

The trimming process simplifies and reduces the cost of the system while preserving the essential functionality and quality.

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Fig. 17.13 Insufficient useful, excessive useful, and harmful interactions between ampoule’s elements

The trimming process improves a system by cutting the most problematic components (high cost, does not perform useful functions properly, introduces harmful functions), and redistributes their useful functions, among other components. The design variants that result from trimming will generate different problem statements, which, if solved, can lead to highly innovative solutions. It is strongly recommended to use the trimming method after functional analysis completion. We will use the following sequence of steps for the trimming process: 1. Analyze components and select the most “problematic” part(s) for trimming. Do not forget—target and super-system elements are not allowed to be trimmed. 2. Trim the first selected part. • Function, performed by the trimmed part, can be transferred to one of the remaining components, including the target. • The selected part should be trimmed. • The function performed by the trimmed part is not needed. • The function performed by the trimmed part can be transferred to a new part.

17.3

Trimming Method—Design Simplification Strategy

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3. Formulate all trimming problems. If these problems are solved, the system will be simpler, more cost-effective, and will perform as well as the original (even better in many cases). We will use the ampoule’s functional model (Fig. 17.12) to show the trimming process. 1. Ampoule transmits the welding heat to medicine, and it damages the medicine. Thus, the flame is the main source of trouble and is our first candidate for trimming. 2. We trimmed the flame by using the selected condition “Function, performed by the trimmed component, can be transferred to a new component” (Fig. 17.14). Thus, we have a new part of “smart welder.” “Smart welder” can use any alternative welding method, but it should not be a primary source of medicine damaging.

Fig. 17.14 Simplified model after the trimming process

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3. Now we have a trimming problem. How to make a smart welder perform welds Ampoule? An alternative candidate for performing the function “to weld ampoule” should be found or created. After trimming, we called this a “smart welder” in our simplified functional model. A library of Scientific Effects, Patent Collections, Standard Solutions, and Inventive and Separation Principles are handy for new concept creation. Some available concepts for a “smart welder” are concentrated ultrasonic welding, a high-powered laser beam, and electron beam welding. Homework Assignments 1:1 Each of the following exercises (17.1  17.6) describes a system. Build a functional model, perform functional analysis, and go through the trimming process for one of these systems. An instructor will select one of these systems individually for each of the learners. It is proposed to use the following sequence of steps for building a functional model of a given system: 1. 2. 3. 4. 5.

Define the target of the system. Define the components of the system. Define the super-system elements interacting with the system. Define interactions between all defined elements. Define insufficient useful, excessive use, and harmful interactions between all defined elements. 6. Identify all problems related to harmful, insufficient, and excessive interactions. Harmful, insufficient useful, and excessive useful interactions are the main sources of problems of the analyzed system. Please use the following sequence of steps for the trimming process: 1. Analyze components and select the most “problematic” part (s) for trimming. Do not forget—target and super-systems elements are not allowed to be trimmed. 2. Trim the first selected part. • Function, performed by the trimmed part, can be transferred to one of the remaining components, including the target. • The selected part should be trimmed. • The function performed by the trimmed part is not needed. • The function performed by the trimmed part can be transferred to a new part.

17.3

Trimming Method—Design Simplification Strategy

Fig. 17.15 Electrical fuse

3. Formulate all trimming problems. Exercise 17.1 Electrical fuse (Fig. 17.15). Exercise 17.2 Incandescent electric light bulb (Fig. 17.16).

Fig. 17.16 Incandescent electric light bulb

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Fig. 17.17 Steam locomotive

Fig. 17.18 Disposable glass syringe

Function Modeling and Analysis and Trimming Method

17.3

Trimming Method—Design Simplification Strategy

Fig. 17.19 Candle

Fig. 17.20 Glasses

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Exercise Exercise Exercise Exercise

17

17.3 17.4 17.5 17.6

Function Modeling and Analysis and Trimming Method

Steam locomotive (Fig. 17.17). Disposable glass syringe (Fig. 17.18). cd (Fig. 17.19). Glasses (Fig. 17.20).

Technology for Innovation: Strategy of System Development and Related Problem-Solving

18

In this chapter, we will explore the main ideas of Technology for Innovation. We will discuss how to use all the parts of TRIZ in combination with other proven design development methods. We will review the best practices of effective project teams for system development and problem-solving. We call this process Technology for Innovation. Technology for Innovation is applying through Innovation Roadmaps for Project Creation and Problem-Solving. Innovation Roadmap is a complete set of tools for the conceptual stage of product/process/service design. Included in our most complete Innovation Roadmap, along with TRIZ components, are the following methods and processes (Fig. 18.1): Proven methods: • • • • •

System Function Analysis (Value Analysis and Value Engineering). Root-Cause Analysis (RCA). Failure Modes And Effects Analysis (FMEA). Hybrid (Alternative) System Design. Trimming.

Processes based on best practices: • • • •

Project Scenario. Concepts Evaluation and Selection. Hybrid Concept Design. Concepts Scenario.

© Shanghai Jiao Tong University Press and Isak Bukhman 2021 I. Bukhman, Technology for Innovation, Management for Professionals, https://doi.org/10.1007/978-981-16-1041-7_18

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Fig. 18.1 Innovation Roadmap (most complete variant) for projects creation and problem-solving contains three major parts: Part 1: system analysis and problem statement, Part 2: problem-solving and concepts development, and Part 3: concepts scenario creation

Objectives By the end of this chapter, readers will be able to6 1. Understand the main ideas and logic of Technology for Innovation as a process of using all parts of TRIZ in combination with other proven design development methods and best practices of effective project teams for system development and problem-solving. 2. Explain the logic and the sequence of all three parts of the Innovation roadmap.

18.1

Innovation Roadmap, Part 1: System Analysis and the Problem Statement

New system design or existing system improvement is the input for Part 1 (Fig. 18.2). There are five proven methods of system analysis and problem statement development: RCA, Function Analysis, FMEA, Hybrid System Design, and Trimming. All problems defined by these methods are collected in the Problem Selection module. Problems selected for solving are the output of Part 1.

18.1

Innovation Roadmap, Part 1: System Analysis and the Problem Statement

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Fig. 18.2 Part 1 of the Innovation Roadmap focuses on system analysis and the problem statement.

Project Scenario is a specially created method based on the experiences of many project teams. The primary function of the Project Scenario is the preparation of the project system for further analysis. Some TRIZ parts are used for Project Scenario creation.

18.1.1 Project Scenario Project Scenario is the first stage for any system development. We strongly recommend having a complete Project Scenario at the end of the first project session with the consultant. Project Scenario usually contains the following seven stages: 1. Report on the initial situation by the project team, including any requested information. 2. Select the right project topic and right initial problem definitions.

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3. 4. 5. 6. 7.

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Prepare clear and understandable pictures/sketches of the project system. Create a list of specification requirements and expectations. Prepare a list of time–space-substance-field resources and their parameters. Creation of a dream image of required system or/and process. Create an innovation roadmap for the project.

1. Report on the initial situation by Project Team, including any requested information We ask our customers to fill out the Project Registration Form (Table 18.1) for projects before TRIZ Basic Training begins. It helps to use some fragments of projects for practical exercises during TRIZ training. It also helps to orient and psychologically prepare students for TRIZ applications in their company. We recommend starting with real TRIZ practical applications at the beginning of TRIZ training. It is essential to shorten the distance between training and practice. 2. Select the right project topic and the correct initial problem definitions (Fig. 18.3) In most cases, project teams do not select and define the right system(s) for projects and do not correctly define the initially stated problems. Companies lose time and money because of this. In our practice, we change the project’s system(s) and

Table 18.1 TRIZ Project registration form No

Questions

1 2 3 4 5

Leader of the team and team members—names, positions, contact information Title of project and name of the related system(s) Structure of the system(s) with primary and secondary functions Reasons for the primary and secondary functions described in No. 3 Drawings of the system (in the case of a process, the process diagram and control parameters should be described), name of each component, and functions of each component Explanation of how the system works Description of the problem to be solved and an explanation of why this problem-solving is required List of project targets and objectives with current actual and required values of parameters List of criteria for selection of the best concept List of all trials or experiences in solving the problem(s) suggested in the project, and explanation of why the created concepts were not applied successfully Description of the technologies or solutions that are available from competitors, including patent numbers and explanations of concepts Description of project constraints and description of any constraints in the improved system

6 7 8 9 10 11 12

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Innovation Roadmap, Part 1: System Analysis and the Problem Statement

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Fig. 18.3 Right project topic and right initial problem definitions. Example from the steel production industry

correct initially stated problems in about 80% of all cases. We can do this because we select the right system(s) and define the right initial problem(s) during the project scenario stage. 3. Prepare clear and understandable pictures/sketches of the project system Do not try to save time and money by underestimating the value of graphic material preparation for the project. Understandable and candid pictures, photos, sketches, and other graphic material will save time in the next project preparation stages. Even a simple PowerPoint sketch is often instrumental (Fig. 18.4). 4. Create a list of expectations An overestimated project result expectation can put a project team and company into a perplexed and problematic situation. Too low a level of expectations can weaken the team. A proper balance should be found. 5. Prepare a list of time–space-substance-field resources and their parameters The team should be oriented, psychologically prepared, and ready to use existing and changeable resources from the project's beginning. It directs the team toward the most innovative and “Ideal” solution. Reference the technology of time–

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Fig. 18.4 Sketch of a project system made during Project Scenario preparation took about 60 min to create in PowerPoint format, making easy and understandable sketches of different concepts that were especially important for top R&D managers

space-substance-field resources used for problem-solving in Chap. 9 (Example 9– 12). We recommend using the results of this stage for ARIZ-85C, Part 2 completion if included in the project roadmap. 6. Creation of a dream image of the required system or/and process (Fig. 18.5). The Laws of System Evolution, the list of specification requirements and expectations, and the project’s team's creativity will help create an image of a developed system or/and process. Not constraints and limitations should be taken into consideration during this image creation. 7. Create an innovation roadmap for the project It is the main element of the project scenario. The team should select proper parts from TRIZ and other proven methods (VA/VE, RCA, Hybrid System Design, FMEA, QFD, VM, 6Sigma, DFSS, Lean Manufacturing) that is necessary for the given project’s successful creation. We also recommend, if available, using parts of Goldfire (software produced by Invention Machine Corporation) for project innovation roadmap creation.

18.1

Innovation Roadmap, Part 1: System Analysis and the Problem Statement

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Fig. 18.5 Creation of required image of the given system or process

Some examples of project innovation roadmaps for different projects and problems: 1. 2. 3. 4. 5.

Roadmap for projects related to quality and reliability improvement (Fig. 18.6). Roadmap for projects related to manufacturing cost reduction (Fig. 18.7). Roadmap for information preparation for R&D projects (Fig. 18.8). Roadmap for Six Sigma and DFSS projects (Fig. 18.9). Roadmap for concept creation of a correctly selected and stated problem. In such situations, do not use Part 1: “System Analysis and Problem Statement” (Fig. 18.10).

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Fig. 18.6 Possible Innovation Roadmap for projects related to quality and reliability improvement

Fig. 18.7 Possible Innovation Roadmap for projects related to manufacturing cost reduction

18.1

Innovation Roadmap, Part 1: System Analysis and the Problem Statement

Fig. 18.8 Possible Innovation Roadmap for information preparation for R&D projects

Fig. 18.9 Possible Innovation Roadmap for Six Sigma and DFSS projects

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Fig. 18.10 Possible Innovation Roadmap for concept creation of a correctly selected and stated problem

18.1.2 Root-Cause Analysis (Chap. 15) RCA is included in many proven methods: Lean Manufacturing, Failure Analysis; FMEA; Risk Management; Accident Analysis; DFSS, Six Sigma, etc. RCA is a systematic method that leads to the discovery of a fault's first or root cause. A definite progression of actions and consequences leads to a failure or a more straightforward problem. An RCA investigation traces the cause-and-effect trial from the end failure back to the root cause. It is much like the deductive reasoning process of Sherlock Holmes. RCA helps to define the right problem and simplify the initially stated problem.

18.1.3 Functional Modeling and Analysis (Chap. 17) Functional modeling and analysis of a system is the central part of Value Methodology. Value Methodology prevents unnecessary costs during product/process design and identifies and removes unnecessary costs during product manufacturing. A system's functional model defines and describes the functions of each system part and a super-system element. It explains how the given system works. Functional modeling analyzes function as interactions between components. It helps to define almost any existing problem in the analyzed system.

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Innovation Roadmap, Part 1: System Analysis and the Problem Statement

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18.1.4 Hybrid (Alternative) System Design Hybrid System Design allows us to compare several systems that perform a similar function to combine these systems’ best features into one hybrid system. Example 18.1 Gibraltar Bridge At length required to span the Strait of Gibraltar, a suspension bridge that supports the roadway's weight with cables spanning from tower to tower would sag and collapse (Fig. 18.11). A cable-stay bridge that attaches cables directly to the roadway would require unworkably high towers to support the roadway's length (Fig. 18.12). Gibraltar Bridge's designers thought, “why not use both techniques?” The Gibraltar Bridge design supports 3 miles out of each 4.5-mile span with suspension cables. The remaining 1.5 miles with a cable-stay technique, by attaching cables to diagonal struts on either side of each tower. The suspension bridge and cable-stay bridge techniques were combined. The Gibraltar Bridge is a new hybrid suspension bridge that combines the basic ideas of the existing suspension and cable-stay bridges (Fig. 18.13).

18.1.5 Failure Mode and Effects Analysis (FMEA) FMEA is a procedure for analyzing potential failure modes within a system through classification by severity or determination of the failure's effect upon the system. FMEA is widely used in the manufacturing industries in various phases of a product’s life cycle. Failure causes are any errors or defects in the process, design, or item—especially those that affect the customer. They can be potential or actual.

Fig. 18.11 The idea of a suspension bridge does not work for the Gibraltar Bridge design at length (4.5 miles) required to span Gibraltar's Strait. This suspension bridge supports the roadway's weight, with cables spanning from tower to tower would sag and ultimately collapse

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Fig. 18.12 The idea of a cable-stay bridge does not work either for the design of the Gibraltar Bridge. A cable-stay bridge that attaches cables directly to the roadway would require unworkably high towers (*1 mile) to support the roadway's length

Fig. 18.13 A combination of the unique features of a cable-stay and a suspension bridge helped to create the concept of a hybrid suspension bridge—the Gibraltar Bridge

Parts of the TRIZ Innovation Roadmap perform the tasks of FMEA and help to populate the five main columns of the FMEA table (Fig. 18.14).

18.1.6 Trimming: Design Simplification Strategy (Chap. 17; Appendix A) Trimming improves a system by cutting low value (problematic) components and redistributing their useful functions, among other components. The trimming process simplifies and reduces the cost of the user system while preserving the essential functionality. In the trimming process, the most problematic

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Innovation Roadmap, Part 1: System Analysis and the Problem Statement

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Fig. 18.14 Parts of the TRIZ Innovation Roadmap help to populate the five main columns of the FMEA table: system function analysis populates two columns (Item/Function and Potential Failure Mode), Root-Cause Analysis populates two columns (Potential Effects of Failure and Potential Causes of Failure), and all five TRIZ parts for problem-solving populate the Recommended Action (Solution) column

components (high cost, does not perform useful functions properly, source of harmful functions) are the first trimming candidates. The design variants that result from trimming will generate different problem statements, which, if solved, can lead to highly innovative solutions.

18.1.7 Problem Selection for Further Solution It is the final stage of Part 1. The team should select the most critical problems from the large list defined by using all the methods introduced thus far.

18.2

Innovation Roadmap, Part 2: Problem-Solving, Concept Development

The selected problems of Part 1 are the input for Part 2, and created concepts are the output of Part 2 (Fig. 18.15). Detailed descriptions of all TRIZ parts used in Part 2 of the TRIZ Project Innovation Roadmap (except Patent Collections) can be found in the earlier chapters of this book:

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Fig. 18.15 Part 2 of the TRIZ Innovation Roadmap for project creation and problem-solving focuses on problem-solving and concept development

• • • •

The Algorithm for Inventive Problem Solving (ARIZ-85C) (Chap. 14; Appendix A). The System of Standard Solutions (Chap. 12, Appendix A). Inventive and Separation Principles (Chaps. 6 and 7; Appendix A). The Scientific Effects (Chap. 10; Appendix A).

18.3

Innovation Roadmap, Part 3: Concept Scenario Creation

Part 3 has three steps: concept evaluation and selection, hybrid concept design, and concept scenario creation (Fig. 18.16).

18.3.1 Concept Evaluation and Selection (Appendix A) Concept evaluation and selection help decide which concepts to research further and implement in our innovation projects. The concept evaluation and selection process have two steps. 1. Establishing a set of parameters A set of parameters (Table 18.2) is established by which potential concepts are analyzed, scored, and ranked by total score. It is recommended to define the importance of each selected parameter in a range from 1 to 10. The formula for calculating concept rank has concept parameters and their levels of priority. A set of parameters should be created individually for each project and each problem. Below are some examples of parameters:

18.3

Innovation Roadmap, Part 3: Concept Scenario Creation

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Fig. 18.16 Part 3 of the TRIZ Innovation Roadmap for project creation and problem-solving focuses on concept scenario creation

Table 18.2. Establishing a set of parameters for concept evaluation and selection The formula for calculaing the concept Parameter name Symbol Implementation time Feasibility Efficiency Cost of production

• • • • • • • • •

Importance

T F E C

implementation cost, implementation time, level of Ideality, efficiency, ROI (return of investments), feasibility, cost of production, operating voltage, and productivity.

2. Ranking of concepts (Table 18.3) Specify relative parameter values for each created concept by using the following arbitrary reference level: • + 5 (much better than a reference), • + 3 (better than a reference), • + 1 (slightly better than a reference), • 0 (equal to reference level), • –1 (slightly worse than a reference), • –3 (worse than a reference), and • –5 (much worse than a reference).

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Levels of parameter values (and the parameters’ importance level) reflect a company’s marketing and product/technology innovation strategies. For instance, the importance of implementation cost and implementation time to an organization will determine the values by which we define these two parameters for our best concept selection. What is more profitable for a company—to invest 10 million dollars and bring to market a product with the most innovative concepts in 3 months or to invest 2 million dollars and be on the market in 9 months? Sometimes a too conservative position taken by project team members can kill up-and-coming concepts.

18.3.2 Hybrid Concept Design Different concepts have different values of parameters (Table 18.3). The concept with the best-ranked value has a worse value for some parameters than some other concepts. Creating a hybrid concept based on some concepts’ best features with the best parameter values is highly recommended.

Table 18.3. Ranking of concepts Concepts

Reduced tractive resistance to bodies on support surfaces Aerodynamic device reduces air drag of land vehicle Introducing vibrations around the truck. Using travelling wave the truck and the drag.

Parameter values T Implementation ime

F Feasibility

E Efficiency

F Cost of production

Rand Value

−1.00

−1.00

+3.00

0.00

+7.00

+3.00

+3.00

+1.00

0.00

+19.00

−3.00

−1.00

+3.00

-3.00

−20.00

−5.00

−1.00

+5.00

-5.00

−32.00

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Innovation Roadmap, Part 3: Concept Scenario Creation

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18.3.3 Concept Scenario Creation Usually, there is more than one problem to be solved in projects related to existing system improvement and new system design. It is not enough to implement only the best concept(s) or hybrid concept(s) for the project's problem. In this case, it will not be a process of system development. Group the best concepts (or hybrid concepts) for the selected problems together into a concept scenario and implement it. Keep in mind that the concepts chosen for a concept scenario should work together most effectively.

Appendix A: Wind Turbine Project

Project Description and Initial Situation We have selected a three-blade wind turbine as a base turbine design for our research project. The three-blade turbine is most common, sometimes known as a Danish concept (Fig. A.1). The wind turns the blades, which spin a shaft, connecting to a generator and making electricity. The electricity is sent through transmission and distribution lines to a substation, then on to homes and businesses. We created an Individual Roadmap for our Wind turbine project (Fig. A.2). We have chosen a simple roadmap for our project. We have not included some important components commonly used when carrying out projects in companies. The reason is straightforward: the book's format does not show all the project stages using all the roadmap components.

Fig. A.1 Components of the Danish concept Wind turbine

© Shanghai Jiao Tong University Press and Isak Bukhman 2021 I. Bukhman, Technology for Innovation, Management for Professionals, https://doi.org/10.1007/978-981-16-1041-7

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Fig. A.2 Roadmap for project Wind turbine

1. System Functional Analysis 1:1 Wind turbine target definition (Fig. A.3). 1:2 Wind turbine components definition (Fig. A.4). 1. Blades Wind turbine blades act like an airplane's wing or a boat's sail. When air travels over the curved blade, a low-pressure area is created on the blade's concave side (referred to as Bernoulli's effect), creating pressure. This pressure pushes against the blade, causing the rotational mechanical energy that drives the low-speed shaft connected to the hub. The rotor blades are the turbine elements that capture the wind energy and convert it into a rotational form. The profile and shape of the blade are designed for maximum efficiency and minimum noise. The turbine blades are made of fiberglass. Using stronger and more lightweight materials has allowed manufacturers to create larger blades, increasing the turbines' ability. 2. Pitch (Mechanism) Blades are turned, or pitched, out of the wind to keep the rotor from turning in winds that are too high or too low to produce electricity. 3. Brakes A disk brake can be applied mechanically, electrically, or hydraulically to stop the rotor in emergencies.

Fig. A.3 AC (Alternative Current) Electricity is a target of wind turbine

Appendix A: Wind Turbine Project

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Fig. A.4 Wind turbine components

4. Low-speed shaft The rotor turns the low-speed shaft at about 30–60 rotations per minute. It connects the rotor hub to the gearbox. Low-speed shaft relates to large gear (ones is a part of the gearbox) and transmits rotation to it. 5. Gearbox Gears connect the low-speed shaft to the high-speed shaft and increase (transform) the rotational speeds from about 30–60 rotations per minute (rpm) to about 1200–1500 rpm and drive the generator. It connects to the low-speed shaft and turns the high-speed shaft at a ratio several times faster than the low-speed shaft. 6. Generator The generator is connected to the high-speed shaft and is part of the system that converts the shaft's rotational energy into an electrical output.

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7. Controller The controller starts up the machine at wind speeds of about 8–16 miles per hour (mph) and shuts off the machine at about 65 mph. The controller is a computer system that checks and controls various aspects of the turbine. It can shut down the turbine if a fault occurs. It continuously checks the condition of the wind turbine: control pitch and yaw mechanisms. If any malfunction (e.g., overheating of the gearbox or the generator) automatically stops the wind turbine. 8. Anemometer Measures the wind speed and transmits wind speed data to the controller. These are attached to the back of the nacelle. A 3-cup anemometer spins to measure the wind speed. 9. Wind vane Measures wind direction and communicate with the yaw drive to orient the turbine correctly concerning the wind. Measures the direction of the wind while sending signals to the controller to start or stop the turbine. 10. Nacelle The case or housing, which is mounted on the tower, includes (encapsulates, supports, protects, covers) the gearbox, low- and high-speed shafts, electrical generator, yaw system, hydraulics, controller, and brake. The nacelle can move through 360° and is turned into the wind using ``yaw'' motors controlled by the wind vane. 11. High-speed shaft Drives the electrical generator by rotating at 1,500 revolutions per minute. 12. Tower Because wind speed increases with height, taller towers enable turbines to capture more energy and generate more electricity. The tower is used to support the nacelle and rotor blades. 13. Hub For propeller-driven turbines, the hub is the connection point for the rotor blades and the low-speed shaft. Hub captures the wind and transfers its power to the rotor. It attaches the rotor to the low-speed shaft of the wind turbine. The hub is made of cast iron and connects the turbine's blades to the main shaft. When the wind blows, the blades and hub rotate at 28 revolutions per minute. 1:3 Wind turbine super-system components (Fig. A.5). 1:4 Functions definition and Wind Turbine functional model creation (Fig. A.6) A functional model of the system is necessary to obtain a proper understanding of system behavior. Each component and function must be defined. The completed full-function model will sufficiently document the system to recognize problem areas in the system.

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Fig. A.5 Wind turbine super-system components (wind, operator computer)

2. Design Simplification Strategy—Trimming Method • Improves product/process by cutting low value (problematic) components and redistributing their useful functions between other components. • Simplifies and reduces the cost of user-product/process while preserving the essential functionality. • If solved, the design variants that result from Trimming will generate different problem statements, which can lead to highly innovative solutions. 2:1

Wind Turbine trimming results concept: Stator of Permanent Magnet Synchronous Generator directly connects Blades. General solution one triggered by trimming results: Low-speed shaft, high-speed shaft, gearbox, and other coupling devices between the turbine blade system and the electrical generating system are trimmed. (Fig. A.7).

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Fig. A.5 Wind turbine functional model

Fig. A.7 Low-speed shaft, Gearbox, and High-speed shaft were trimmed

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Fig. A.8 Blades directly rotate Stator of Permanent Magnet Synchronous Generator

Blades directly rotate the Stator of Permanent Magnet Synchronous Generator. Permanent Magnet Synchronous Generator works well for variable blades rotational speed (Fig. A.8).

3. Problem choice for further solving We have selected one problem for the next stage of the project: How to increase the Blade's torque? Wind flow rotates wind turbine blades/rotor (creates torque). Three parameters determine the rotor's torque: blade length, blade concave surface area, and wind flow pressure on the blade concave surface. The low speed of wind flow decreases rotor torque, which reduces rotor rotational speed. It is necessary to prevent rotor rotational speed from decreasing.

4. ARIZ-85C (Algorithm for Inventive Problem Solving) 4:1 ARIZ-85C, Part 1 4:1:1 Write Down the Conditions of a Mini-Problem (Fig. A.9). A. The system to rotate the rotor includes wind flow, blades, and rotor. B. Under minimal changes to the system, it is needed: to prevent rotor rotational speed from decreasing under low wind flow speed.

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Fig. A.9 A list of main parts of the system to rotate the rotor where the problem occurs

Fig. A.10 Tool and Product choice from the list of main parts of the system with two states defined for each tool and product

4:1:2

Selection of the Conflicting Pair (Fig. A.10). Products: rotor (high rotational speed, low rotational speed) Tools: wind flow (low speed), blade (large surface area, small surface area) We selected tool “blade (large surface area, small surface area)” and product “rotor” (high rotational speed, low rotational speed) as a conflicting pair for further analysis.

Appendix A: Wind Turbine Project

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Fig. A.11 Blade with a large surface area was selected for System Contradiction 1

1:3 Formulation System Contradiction 1 and System Contradiction 2 using a conflicting pair. Create the diagram for each using the Guide to Diagrams of Typical Conflicts: System Contradiction 1 (Fig. A.11): if there is a blade with a large surface area, the rotor rotational speed is high [7], but blade weight [1] and length [2] are increased. System contradiction 2 (Fig. A.12): if there is a blade with a small surface area, the blade weight [1] and length [2] are normal, but rotor rotational speed is low [7].

1:4 From the two System Contradictions (System Contradiction 1 or System Contradiction 2) select the one that best carries out the primary production process (the system's main function specified in the problem's conditions). The primary function of the system is to rotate the rotor with high rotational speed. So, System Contradiction 1 should be selected: in this case, a blade with a large surface area rotates the rotor with high rotational speed. Now we have a correctly selected System Contradiction. ARIZ-85C suggests using three TRIZ parts: Inventive Principles, Scientific Effects, and Patents (Fig. A.13).

Fig. A.12 Blade with a small surface area was selected for System Contradiction 2

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Fig. A.13 After System Contradiction selection (Step 1.4), ARIZ-85C recommends using Inventive Principles, Scientific Effects, and Patent Collections to create solutions

Inventive Principles for System Contradiction 1: There are two conflicting parameters—we would like to increase the surface area of the blade, but it increases the length of the blade. Select the most proper from the List of 39 Parameters: speed (9. Speed) " < - > air drag friction (11. Stress/Pressure) " = > conflict. Altshuller Matrix helps us find the most effective Inventive Principles with which to solve our System Contradiction 2 (Fig. A.14): • Principle 14. Curvature increase. • Principle 15. Dynamic parts.

Fig. A.14 A fragment of Altshuller Matrix—Inventive Principles 14, 15, 18, and 4 was identified to resolve the conflict between the blade's increased surface area and its length

Appendix A: Wind Turbine Project

495

• Principle 18. Mechanical vibration. • Principle 4. Symmetry change. Principle 15. Dynamic parts suggest to a. Allow (or design) the characteristics of an object, external environment, or process to change to be best or to find the best operating condition. b. Divide an object into parts capable of movement compared to each other. c. If an object (or process) is rigid or inflexible, make it movable or adaptive. General solution two triggered by the principle “15–Dynamic parts”: We may increase rotor rotational speed by applying the principle “15—Dynamic parts” by the analogy of the example “Variable-rigidity flippers” (Fig. A.15). Variable-rigidity flippers can form an enclosed longitudinal hollow in the elastic flipper material. It is filled with a non-compressible fluid whose pressure can be adjusted using a piston valve. High pressure makes the flipper blade rigid. Scientific Effects for System Contradiction 1: To find proper effects for concept creation, we can convert the second conflicting parameter into a question: How does surface increase area? This statement is enough for use within a functional search or a query to find proper concept creation effects. General solution three triggered by Mobius strip form: We may increase the blade surface area by the analogy of the example “Motor blade in the form of Mobius strip” (Fig. A.16). A blade is fixed on a shaft using spokes. The blade is made of elastic material and has the Mobius strip form. The airstream blows over the blade. The blade surface is located at an angle to the stream direction. Due to this, an aerodynamic force. It rotates the blade and the shaft.

Fig. A.15 Variable-rigidity flippers

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Fig. A.16 The airstream rotates the blade made in the form of a Mobius strip

Patent Collections: To find proper patents for concept creation, we can question how to increase the blades’ torque? This statement is enough for use within a functional search or a query to find proper concept creation patents. General solution four triggered by Patent application US-20030123973 A1: We may increase the blades’ torque by the analogy of Patent application US-20030123973 A1 “Propeller type windmill for power generation” (Fig. A.17). Each turbine blades’ blade body includes a rear auxiliary vane provided at the trailing edge part. It can extend and retract rearward in the rotation direction. A rear auxiliary vane extension-and-retraction unit for protruding the rear auxiliary vane rearward increases a vane arc length. 1:5 Reinforce (intensify) the conflict, specifying the limit state (action) of elements (parts). Let us assume that instead of “a large surface area,” “a huge surface area” is specified in System Contradiction 1 (Fig. A.18). 1:6 Write down the specified problem model: A. Conflicting pair Tool “blade” (large surface area, small surface area) and product “rotor” (high rotational speed, low rotational speed). B. Reinforced (intensified) formulation of the conflict A blade with a huge surface area increases the rotational speed of the rotor [7], but blade weight [1] and length [2] are increased.

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Fig. A.17 Each turbine blade's blade body is provided at the trailing edge part and can extend and retracting rearward in the rotation direction

Fig. A.18 Reinforced System Contradiction 1: a blade with a vast surface area

C. Find an element x that solves the selected System Contradiction (to preserve, eliminate, improve, to provide). Find an element x that preserves the blade's ability with a huge surface area to rotate the rotor with a high rotational speed but create a large weight and length of the blade (Fig. A.19).

Fig. A.19 Model of the problem with element X

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Fig. A.20 After Step 1.7, ARIZ-85C suggests using the System of Standard Solutions by changing the analytical model into a substance-field model

1:7

Check the possibility of using the System of Standard Solutions to solve the problem. An “analytical” model of the problem is transformed into the Substance-Field model of the Problem. It is necessary to use the System of Standard Solutions (Fig. A.20).

Standard Solutions’ choice for problem concepts creation Standard 1.2.2. Harmful interaction (function) removal by modification of the existing substances. If useful and harmful actions are linked between two substances in a Substance-Field (direct contact of substances is not necessary to preserve and using of a foreign substance is prohibited or to no purpose), the problem could be solved by the introduction of a modified third substance (modification of any existing substances, or their combinations) between those two substances (Fig. A.21).

Fig. A.21 Structure of the selected Standard 1.2.2: harmful interaction removal by modification of the existing substances

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Fig. A.22 Structure of the selected Standard 1.2.4: efficiency of the S-Field model improvements by the transition to dynamic (more flexible) structure of the system

General solution five triggered by Standard 1.2.2: It suggests using a partially inflatable blade. General solution six triggered by Standard 1.2.2: It suggests using blade design pores and capillaries. Standard 2.2.4. Transition to dynamic (flexible) Substance-Fields Models The Substance-Field model's efficiency could be improved by transitioning to a dynamic (more flexible) system structure. Transition to dynamic of S1 (tool) usually starts with its breaking into two jointed parts. The dynamism proceeds along the following line: joint - > many joints - > flexible S1 (Fig. A.22). General solution seven triggered by Standard 2.2.4: It suggests using an example of “Wing with control surfaces” as a prototype. It is proposed using a flexible integral wing with a bendable surface of its trailing part (Fig. A.23). The trailing part of the wing consists of separate inflatable sections. Pumping air into different sections curves the surface of the wing, U.S. Patent 6,015,115.

Fig. A.23 Wing with control surfaces

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Fig. A.24 Structure of the selected Standard 3.1.3: Bi- and Poly-Systems. Development of Differences in Components

General solution eight triggered by Standard 2.2.4: It suggests using an example of a “Flexible hull” as a prototype. Metal muscles made of alloys that remember shapes are connected to the evenly spaced vertebral column and shrink and expand as they are alternately heated and cooled. Standard 3.1.3. Bi- and Poly-Systems. Development of Differences in Components The efficiency of bi- and poly-systems could be improved via the development of differences between their components (system transition 1-b) (Fig. A.24): • • • •

similar components with similar parameters (set of similar pencils); components with shifted parameters (set of color pencils); different components (case of drawing instruments); Inverse combinations like “component—anti-component (pencil and eraser).”

General solution nine triggered by Standard 3.1.3: It suggests using the example “Doubled propeller” as a prototype (Fig. A.25). The propeller is the contrA.rotating with a diameter of 4.5 m (14 ft 9 in). It has blades made of advanced composites and pronounced scimitar-like curvature on the leading-edge. It offers increased efficiency under high-speed cruise and improved acoustics. There are six blades in the front propeller and eight in the rear, and the latter absorbs most of the power and supplies most of the thrust. General solution ten triggered by Standard 3.1.3: It suggests using an example of an “Efficient propeller” as a prototype. It is proposed to mount two stationary blades directly behind the propeller. The two stationary blades act as an airstream stabilizer. The propeller efficiency increases by 30% because of the air stream ordering U.S. Patent 5,131,603 (Fig. A.26). Part 2. Problem Model Analysis Part 2 of ARIZ aims to analyze available resources that can be used to solve the problem (resources of space, time, substances, and fields).

Appendix A: Wind Turbine Project

Fig. A.25 Plane Antonov-70 with the doubled propeller

Fig. A.26 It is proposed to mount two stationary blades directly behind the propeller

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Fig. A.27 Blade body

2:1 Determine the Conflict Zone The Conflict Zone is the space where the conflict develops. In our case, the blade body is the Conflict zone (Fig. A.27). 2:2 Determine Operational Time Operational Time is a T2 (conflict time - > time of wind flow low speed) in the blade problem. In our example, we do not have pre-conflict time T1 (Fig. A.28). 2:3 Determine substance-field resources The main idea of using substance-field resources is to take advantage of changes in parameters of existing system substance and field resources (including the natural environment) for system problem-solving and development.

Fig. A.28 Structure of Operational Time

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1. . Internal-System substance-field resources: 1:1 Substances and parameters of substances: 1:1:1 Blade 1:1:1:1 1:1:1:2 1:1:1:3 1:1:1:4 1:1:1:5 1:1:1:6

Weight of blade Length of blade Width of blade Area of the blade surface The specific weight of the material of the blade Center of gravity

1:1:2 Rotor 1:1:2:1 The rotational speed of the rotor 1:1:2:2 Distance between rotor and earth surface 1:2

Fields and parameters of fields: 1:2:1 Wind flow pressure on the blade surface 1:2:2 Centripetal forces

2. External-System substance-field resources: 2:1 Substances and parameters of substances: 2:2:1 Wind flow 2:2:1:1 Speed of wind flow 2:2:1:2 The direction of wind flow 2:2:1:2 Wind flow pressure 3. General substance-field resources: 3:2 Fields and parameters of fields 3:2:1. Sun energy 3:2:2 Gravity Part 3. Determination of the Ideal Final Result One, Ideal Final Result Two, and Physical Contradiction on macro- and micro-levels Part 3 of ARIZ's application produces the concept of an ideal solution and determines the Physical Contradiction that supplies the Ideal Final Result Two's achievement. It is not always possible to obtain an ideal solution, but Ideal Final Result Two shows the direction of the most potent answer. 3:1

Write down a formulation of Ideal Final Result One: While neither complicating the system nor causing harmful effects, element x eliminates large weight and large length of blade increasing during Operational

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Fig. A.29 Structure of Ideal Final Result One formulation

Time within the Conflict Zone, preserving a blade's ability with a huge surface area to rotate rotor with high rotational speed (Fig. A.29). 3:2 Reinforce (intensify) the formulation of Ideal Final Result One with added requirements: it must not introduce new substances or fields into the system. Use substance-field resources for the element x. Let us select for our example resource “blade” and its parameter “center of gravity.” The process is to replace the element x with the word “blade”: While neither complicating the system nor causing harmful effects, the “blade” eliminates large weight and large length of blade increasing during Operational Time within the Conflict Zone, preserving a blade's ability with a huge surface area to rotate rotor with a high rotational speed (Fig. A.30). 3:3 nWrite a formulation of the Physical Contradiction at the macro-level: The center of gravity in the Conflict Zone during Operational Time should be shifted for high rotational speed and should not be shifted for preventing large weight and large length of blade increasing (Fig. A.31). General solution 11: Change of parameter “center of gravity” of the blade was selected to increase the “torque of the wind turbine blade.” The blade’s center of gravity was shifted to the end of the blade (Fig. A.32).

Fig. A.30 Structure of reinforced Ideal Final Result One formulation where the selected resource “blade replaces element X.”

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Fig. A.31 Structure of the Physical Contradiction at the macro-level

Fig. A.32 Changeable blade’s center of gravity

3:4 Write a formulation of the Physical Contradiction at the micro-level Particles in the Conflict Zone during Operational Time should be movable to supply a shifted center of gravity and not be movable for not shifting the center of gravity (Fig. A.33). Patent Collections: To find proper patents for concept creation, we can use a query: Flexible turbine blade The main ideas of Selected Patent US-4291235 Windmill. 1. The present invention to supply an improved windmill design cuts the need for any mechanical coupling, gears, or the like, between the turbine blade system and the electrical generating system. 2. It cuts the need for shafts, gears, and other coupling devices between the turbine blade system and the electrical generating system. A further advantage of the subject turbine/generator configuration is that the multiple poles wound stators are fixed to the machine's structure (Fig. A.34).

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Fig. A.33 Structure of the Physical Contradiction at the micro-level

Fig. A.34 An improved windmill design cuts the need for any mechanical coupling, gears, or the like, between the turbine blade system and the electrical generating system

Trimming results (General solution 1) and U.S. Patent 4,291,235 have similar concepts. 5. Concepts Evaluation and Selection We created 33 available solutions for further development by using Roadmap for project Wind turbine (Fig. A.2), including: One concept from Trimming.

Appendix A: Wind Turbine Project

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Table A.1 Table Six best concepts were created for the project “Wind Turbine.” #

Title of Concept

Ranking code

1.

Stator of Permanent Magnet Synchronous Generator directly connects Blades Doubled propeller - Doubled blades Efficient propeller - Stream stabilizer Blade in form of Mobius strip Variable-rigidity flipper - blade Flexible Wing - Blade

66

2. 3. 4. 5. 6.

66 50 18 18 10

Nine concepts from the Inventive Principles. Two concepts from the Effects Library. Tweleve concepts from the System of Standards. Nine concepts from Patent Collections and WEB-based information. Solutions have been ranked to help decide which ones are good enough for further research and implementation. The formula K = 4*K1 + 6*K2 + 8*K3 was created for concepts evaluation and selection, where. • • • • • •

“K1” is a parameter “Level of ideality.” “K2” is a parameter “Quantity of the produced electrical power.” “K3” is a parameter “Technical feasibility.” “4” is the importance coefficient for parameter K1. “6” is the importance coefficient for parameter K2. “8” is the importance coefficient for parameter K3.

In total, six concepts were ranked as available high-level solutions, having a ranking equal to or higher than 10 (Table A.1). This repeatable process overcomes standard Technology for Innovation deployment challenges by showing workflow and methods for getting started working on a project with TRIZ. It proves how to complement TRIZ with proven methods for problem identification and how to use internal and external knowledge sources to accelerate concept identification.

Appendix B: Training Courses for All Levels of Innovation Specialist Preparation

The content of training courses can vary slightly depending on real conditions and requirements. In this case, the final decision-maker is the TRIZ consultant (TRIZ services deliverer) by mutual agreement with the customer. TRIZ Basic Course Syllabus for TRIZ Associate Preparation (Table B.1). The TRIZ Basic Course takes 4–5 days of training and includes practical exercises and a certification exam. Basic Course is recommended to any student, engineer, scientist, teacher, or manager. The TRIZ Associate can analyze simple systems, defining some problems, and creating a simple solution concept. After TRIZ Basic Course completion, TRIZ associate has the understanding and basic skills to use the following topics for system analysis and problem-solving: • • • • • • • • • • • •

TRIZ structure and main ideas. Innovation Roadmaps for Projects Creation and Problem-Solving. Laws and Trends of the System Evolution. Multi-screen vision. Stages of the System Evolution. System Contradictions and Principles of System Contradictions Elimination for problems identification and solving. Physical Contradictions and Principles of Physical Contradictions Elimination for problems identification and solving. Basics of Value Methodology. System Functional Modeling/Analysis. Substance-field-time–space resources determination and using for problem-solving. Root-Cause Analysis (Cause-and-Effect Model/Analysis). Scientific Effects and Phenomena (physics, chemistry, geometry) application for problem-solving.

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Table B.1 Recommended TRIZ Basic Course Syllabus #

Topic

1

Course overview

2 3 4

TRIZ overview, structure, and main ideas TRIZ global experience Technology for Innovation for system development—project creation and problem-solving Curves of system generation and system evolution Laws and Trends of the System Evolution Multi-screen vision, system hierarchy Stages of the System Evolution System Contradictions. Principles of System Contradictions Elimination—Altshuller Matrix of the Inventive Principles Physical Contradictions. Principles of Physical Contradictions Elimination Value Methodology, basics System Functional Modeling/Analysis, Trimming Method—Design Simplification Strategy, basics Substance-field-time–space resources determination and using for problem-solving Root-Cause Analysis (Cause-and-Effect Model/Analysis) Scientific Effects and Phenomena (physics, chemistry, geometry) application for problem-solving Mini-project, case studies

5 6 7 8 9 10 11 12 13 14 15

16

17 Certification exam

Hours: Lectures/ Practice * 0.5 0 * 1.5 * 1.5 *2 * * * * *

1 2 1 1 2

0 0 0 * * * * *

1 2 1 1 2

*1

*1

*1 *1

*1 *2

*1

*2

*1 *1

*1 *1

*2 * 20.5 *4 P 40 h

* 2.5 * 15.5

TRIZ Advanced Course Syllabus for TRIZ Practitioner Preparation (Table B.2). The TRIZ Advanced Course takes five days of training, includes practical exercises and a certification exam, and adds time for project completion and related problem-solving. The TRIZ Advanced Course is recommended for all project team members. TRIZ Practitioners can analyze systems, define problems, and create advanced concepts for solutions. TRIZ Practitioner has enough TRIZ knowledge and the skills to be a member of a project team. After TRIZ Advanced Course completion, TRIZ Practitioner has the understanding and skills to use the following topics for system analysis and problem-solving:

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Table B.2 NRecommended TRIZ Advanced Course Syllabus #

Topic

1

Course overview

2 3 4 5 6 7 8

17 18

Technology for Innovation Curves and Trends of System Generations and System Evolution Hybrid/Alternative System design Substance-Field Modeling and Analysis System of Standard Solutions, five classes System Functional Modeling-Analysis, Trimming Substance-field-time–space resources determination and using for problem-solving, practice Scientific Effects and Phenomena (physics, chemistry, geometry) application for problem-solving Algorithm of the Inventive Problem Solving—ARIZ-85C, overview ARIZ-85C, Guide to diagrams of typical conflicts ARIZ-85C parts 1–4(4.1), case studies Semantic Root-Cause Analysis (Cause-and-Effect Model/Analysis) Concept evaluation and selection, hybrid concept design, concept scenarios Project scenario creation Technology Innovation for project creation and problem-solving, mini-projects Creative Imagination Development Certification exam

19

Project completion and problem-solving

9 10 11 12 13 14 15 16

• • • • • • • • • •

Hours: Lectures/ Practice * 0.5 0 * * * * * * *

0.5 1 1 1 3 1 1

*1

0 * * * * * *

1 1 0.5 2 2 2

*1

* 0.5

0

*1 *2 *1

*1 *2 0

*1 *2

*1 *2

*2 * 4.0 P 40 80 P 120 h

*2

Technology for Innovation. Laws and Trends of the System Evolution. Multi-screen vision. Stages of the System Evolution. Curves the System Generations and System Evolution. System Contradictions and Principles of System Contradictions Elimination for problems identification and solving. Physical Contradictions and Principles of Physical Contradictions Elimination for problems identification and solving. Substance-field-time–space resources determination and using for problem-solving. Hybrid/Alternative system design. Scientific Effects and Phenomena (physics, chemistry, geometry) application for problem-solving.

512

• • • • •

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ARIZ-85C parts 1–4(4.1) for problem-solving. Creative imagination development (basics). Functional Analysis for system modeling/analysis. Substance-Field Modeling and Analysis. System of Standard Solutions. The TRIZ Associate level is a principal prerequisite for this training.

TRIZ Mastery Course Syllabus for TRIZ Specialists (Companies/ Organizations Internal TRIZ Innovation Consultant/Teacher) Preparation (Table B.3). The TRIZ Mastery Course takes 6 days of training with practical exercises, a certification exam, and a personal interview. The Mastery Course is strongly recommended for project team leaders and all TRIZ internal consultants and teachers. TRIZ Specialist needs to deliver TRIZ Basic and Advanced courses, create projects for his or her company, and lead project teams for his or her company. After TRIZ Mastery Course completion, TRIZ Specialist can • Deliver all topics for TRIZ Basic and Advanced courses. • Create successful projects for his or her company. • Lead project teams for his or her company. The Advanced TRIZ User level is a principal prerequisite for this training. Table B.3 Recommended TRIZ Mastery Course Syllabus #

Topic

1

System of Standard Solutions, five classes

2 3 4 5 6 7 8 9 10

ARIZ-85C parts 1–4(4.1), case studies Forecast of the System Evolution and development New system design Circumvent competitor’s Patent FAST: Function Analysis System Technique, case study, and practice Creative Person Development Creative Imagination Development Interpersonal skills—team building TRIZ and Technology for Innovation lectures, presentations for TRIZ Associate and Practitioner levels TRIZ Project Management Important lessons Certification exam, personal interview

11 12 13

Hours: Lectures / Practical training 1.0 3.0 2.0 1.0 1.0 2.0 1.0 1.5 2.5 1.0 2.0

4.0 2.0 3.0 3.0 1.0 1.5 2.5 2.0

1.0 2.0 0.5 8 P 48

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Table B.4 Table of topics for different levels of training Topics

Basic course– L1

Advanced course–L2

Topic 1. TRIZ overview, structure, and main ideas Topic 2. TRIZ global experience Topic 3. Technology for Innovation for system development - project creation and problem-solving Topic 4. Multi-screen vision, system hierarchy Topic 5. Curves of system generation and system evolution Topic 6. Laws and Trends of the System Evolution Topic 7. Stages of System Evolution Topic 8. Forecast of the System Evolution and development Topic 9. System Contradictions. Inventive Principles of System Contradiction Elimination— Altshuller Matrix of the Inventive Principles Topic 10. Physical Contradictions. Separation Principles of Physical Contradiction Elimination Topic 11. Software Contradictions, Software Principles for Software Contradictions Elimination Topic 12. Value methodology, basics Topic 13. System Functional Modeling/Analysis Topic 14. Trimming Method - > Design Simplification Topic 15. FAST: Function Analysis System Technique Topic 16. Substance-field-time–space resources determination and using for problem-solving Topic 17. Root-Cause Analysis (Cause-and-Effect Model/Analysis) Topic 18. Goldfire software—Semantic Root-Cause Analysis (if a customer has a license for using this software) Topic 19. Scientific Effects and Phenomena (physics, chemistry, geometry) application for problem-solving Topic 20. Patent Collections Topic 21. Circumvent competitor’s Patent Topic 22. Goldfire software—project (if a customer has a license for using this software) Topic 23. Curves and trends of system generations and system evolution

X X X

X

X X

X

TRIZ Mastery course–L3 X X X

X X X X

X X

X X X

X X X

X

X

X X

X

X

X

X

X X

X X

X (continued)

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Table B.4 (continued) Topics

Topic 24. Hybrid/Alternative system design, with case studies and practice Topic 25. Substance-Field Modeling and Analysis Topic 26. System of Standard Solutions, five classes Topic 27. Algorithm of Inventive Problem Solving —ARIZ-85C overview Topic 28. ARIZ-85C, Guide to diagrams of typical conflicts Topic 29. ARIZ-85C parts 1–4(4.1), case studies Topic 30. Project Scenario creation Topic 31. Concept evaluation and selection, hybrid concept design, concept scenario Topic 32. New system design Topic 33. Technology Innovation for project creation and problem-solving, mini-projects Topic 34. Creative imagination development Topic 35. Creative person development Topic 36. Interpersonal skills—team building Topic 37. TRIZ and Technology for Innovation lectures, presentations for TRIZ Associate and Practitioner levels Topic 38. Project Report Topic 39. TRIZ project management Topic 40. Technology for Innovation implementation into companies Topic 41. TRIZ Certification System Topic 42. Technology for Innovation as a new academic specialty Topic 43. Technology for Innovation implementation into schools Topic 44. Technology for Innovation implementation into Kindergarten Topic 45. Important lessons Certification exam/test Project completion and problem-solving Certification exam, personal interview

Basic course– L1

Advanced course–L2

TRIZ Mastery course–L3

X X X

X

X X X X X

X X

X X

X X X X X X

X X X X X X

X X

X X X

Appendix C: Technology for Innovation Implementation Plan for Companies

Technology for Innovation Implementation Plan is based on our experience and the experience of our colleagues. It is the first round of Technology for Innovation implementation for a company. After the first-round completion, the company has internal TRIZ consultants and engineers prepared to use TRIZ for successful project creation and problem-solving. This step also prepares the company for continued TRIZ implementation using its TRIZ specialists. The Technology for Innovation Implementation Plan for companies varies depending on real conditions and requirements. The Implementation Process for the Technology for Innovation Contains the Following Steps: 1. TRIZ overview lecture for the company management team, including top R&D managers (about 4 h). 2. Creation of a Technology for Innovation Implementation Plan and approval by the company’s top management team. 3. Review and choice of projects for further development (1–2 days). 4. Basic TRIZ training for project team members (5 days). 5. The first workshop for all selected projects: project scenario creation for each project (about 1 to 2 days for each project). 6. Advanced TRIZ training for project team members (5 days). 7. Workshop sessions for all selected projects (5–10 days for each project). 8. Projects’ results review (1 day). 9. Mastery TRIZ class for selected team members and leaders, candidates for the company’s TRIZ consultants/teacher (about 5–6 days). 10. Steps 3 through 8 are repeated 3–4 times with the candidates for the company’s TRIZ consultants/teachers. 11. Basic and Advanced TRIZ training topic preparation to the company, including case studies from the best projects’ results. 12. Decision-making about establishing the company’s Center of Innovation.

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Glossary

A

Algorithm for Inventive Problem Solving, ARIZ ARIZ (Алгоритм Решения Изобретательских Задач) is the Russian acronym for ``The Algorithm for Inventive Problem Solving.” It is a set of sequential, logical procedures to analyze the initial problem situation and then use fundamental concepts and methods of TRIZ to create the most effective solution. In generating problem solutions, ARIZ performs four significant functions in TRIZ: 1. Supplies a way to use TRIZ elements as a system to create the best possible solutions to a problem 2. Acts as a TRIZ part manager by showing us after which step of problem analysis, we are ready to use the different elements of TRIZ 3. Develops an analytical algorithm for the human brain (not for computers) that gently guides us from the initial problem statement to elegant and innovative solutions 4. It makes us more creative and innovative while it helps us avoid psychological Inertia, the greatest enemy of problem-solving Note: ARIZ is an algorithm for the human brain, not for computers. Altshuller Matrix This table helps select the most effective of the 39 Inventive Principles for resolving a given System Contradiction. (also known as Altshuller Table) artificially created system Any product or process created either directly or indirectly by humans.

B

C

Basic functionThe principal reason(s) for the existence of a product or service running in its usually prescribed manner. Bi system Two of the same system are combined into one system to supply the added feature. Civilization evolution Evolution of the quality of life for both the individual and human society. coefficient of the degree of System Ideality The ratio of the number of useful essential functions of a system to the number of components specially created to execute these functions (Fig. 1).

© Shanghai Jiao Tong University Press and Isak Bukhman 2021 I. Bukhman, Technology for Innovation, Management for Professionals, https://doi.org/10.1007/978-981-16-1041-7

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Fig. 1 The formula of Ideality (developed by Igor Vertkin)

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Conflict Zone In ARIZ-85C (Step 2.1), the place where the conflict or contradiction develops. the curve of system evolution The curve reflects system evolution as changes to the system's main performance parameters (benefit-to-cost ratio, degree of ideality) compared to the start. This curve includes active components of the S-curves describing the development of successive generations of the system. Element x In ARIZ-85C, the element x is an abstract part of the problem model created during Step 1.6. The element x is not a new substance or part of the system, but any change in the parameters of existing components (including time, space, fields, and substances) of the system, subsystems, or/and system environment (super-system). For instance, it could be a temperature or phase state change of some part of the system or environment. environment The analyzed system's immediate physical surroundings (process, product, company, customer, market, natural environment). environmental element Any part is belonging to the environment. Field In addition to the four fundamental fields (magnetic, gravitational, and weak and strong nuclear fields), TRIZ deals with any interaction-generated field known in the earth sciences. function The intent or purpose of a system, product, or process running in its usual, prescribed manner. It is the result desired by the customer. The function is the goal of the system. The function is not an action of the system; it is the result of an action. Function Analysis The cornerstone of Value Methodology, this one discipline, separates Value Methodology from many other available problem-solving initiatives and processes. Function Analysis separates the intent or purpose of something from its description and then improves its value by manipulating its functions. Function Analysis is the key to understanding the problem.

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Harmful function A function is hindering the performance of the primary function. heterogeneous bi- and poly-system Bi- and poly-systems are consisting of two or more mono-systems with different values for one or more parameters. homogeneous bi- and poly-system Bi- and poly-systems are composed of two or more mono-systems with the same values for all parameters. Ideal image The ideal image (instead of ‘perfect design’) of a system created by using all the System Evolution Laws. Ideal System The ideal image of a system described with workable design solutions where the following requirements had been considered: • • • • •

the lowest cost of the system over its life cycle smallest space necessary for the system the least energy needed to run the system the shortest time required from the concept of the system to market Six-Sigma quality

Ideal Final Result One In ARIZ-85C (Step 3.1), the formulation of Ideal Final Result One shows that the achievement of a useful property (or elimination of a harmful one) is not accompanied by deterioration of other properties (or the appearance of harmful properties). Element x is included in the formulation of the Ideal Final Result One. Ideal Final Result Two In ARIZ-85C (Step 3.5), the formulation of Ideal Final Result Two shows that the selected substance-fields recourse will supply opposite physical macro- or micro-states in the Conflict Zone during Operational Time. Ideality Ideality means that, for a system, all Laws of System Evolution have been completely realized. incomplete substance-field model A substance-field model consisting of fewer than the three essential elements: tool, product, and field. initial problem statement The original problem statement is usually a loosely constructed cluster of various problems. Inventive Principles Abstract rules for changing systems by solving system contradictions, as suggested by Altshuller Matrix.

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inverse bi- and poly-system Bi- and poly-systems are consisting of two or more mono-systems with opposite properties. L

Law of coordination/synchronization of parameters of a system The necessary condition for the existence of any system is the coordination of its related parameters. Law of increasing controllability/flexibility of the systemThe evolution of systems is directed: • towards increasing controllability of parameters • from rigid to flexible structures • from rigid to flexible parameters. Law of increasing degree of Ideality It is the first law of system Evolution. Systems evolve toward increasing Ideality. Over its lifetime, a system tends to become more reliable, simple, effective, and closer to perfect by: • • • •

increasing its number of functions transferring as many functions to working parts as possible transferring some functions to a super-system or its environment utilizing internal and external resources that already exist and are available.

Law of non-uniform evolution of subsystems Throughout its lifetime, the different subsystems (parts/components) of a System evolve at different rates, causing the appearance (development) of system contradictions. Law of shortening of the flow of energy through the system Systems evolve in the direction of shortening the energy pathway through the system. Law of the system completeness An autonomous, workable system must include four principal parts (or the functions of these parts): • • • •

engine – energy converter transmission – energy transmitter working unit – performer of the primary function of the system control unit – guide and controller of system parameters.

Law of transition to a higher-level system (super-system) A system evolves from mono-systems to bi- and poly-systems or combinations of the different systems throughout its lifetime. Law of transition to a micro-level (nano-level) As a system evolves, there is increasing fragmentation of its components (fragmentation of its working units).

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Laws of System Evolution A set of rules about system being, operation, and change describes recurring facts or events in system evolution. Lines of evolution Some trends find the specific stages of evolution associated with the Laws of System Evolution. M

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Main function see basic function. mini problem In ARIZ-85C, a mini-problem is the result of an initial problem statement transformed by introducing limitations (e.g., everything remains unchanged or is simplified, but in this case, the required action [property] appears, or a harmful action [property] disappears). Operational Time In ARIZ-85C (Step 2.2), Operational Time is the available resource of both pre-conflict times T1 and conflict time T2. Sometimes conflict (especially for fast running, momentary conflict) can be prevented during T1 (Fig. 2). Parameter A quantity that is continuously under a given set of conditions but may be different under other conditions. Physical Contradiction A conflict between different values of one parameter (being hot and cold, electrically conductive and insulative). Physical Contradiction on a macro-level In ARIZ-85C (Step 3.3), a Physical Contradiction on a macro-level is a Physical Contradiction formulated at the whole Conflict Zone (e.g., the Conflict Zone must be both hot and cold).

Fig. 2 Structure of Operational Time

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Physical Contradiction at the micro-level In ARIZ-85C (Step 3.4), a Physical Contradiction at the micro-level is a Physical Contradiction formulated for the parts of the Conflict Zone (e.g., for the Conflict Zone to be both hot and cold, particles in the Conflict Zone must be moving both quickly and not at all). physical quantityIt is any property that can be measured. poly-system More than two of the same system combined to supply the added feature. principle function see basic function product In ARIZ-85C, the System of Standard Solutions and Substance-Field Analysis, it is the component of a controlled, processed, or modified (moved, machined, bent, turned, heated, expanded, charged, illuminated, measured, detected). Psychological Inertia Psychological InertiaThe psychological meaning of the word “inertia” implies an indisposition to change, a certain “stuckness” due to human programming. It is the certainty of behaving in a certain way that has been indelibly inscribed somewhere in the brain. It also is the impossibility—if a person is guided by his or her habits—of ever behaving in a better way. Psychological Inertia (PI) is the many barriers to personal creativity and problem-solving ability, barriers that have as their root “the way I am used to doing it.” In problem-solving, it is the inner, automatic voice of PI whispering, “You are not allowed to do that!” or, “Tradition demands that it be done this way!” or even, “You have been given the information, and the information is true.” Reinforced Ideal Final Result One In ARIZ-85C (Step 3.2), a modification in the formulation of Ideal Final Result One where a selected substance-field resource replaces the element x. resources Any change to the system or environment parameters of time, space, substance, and field resources could be used to solve the given system’s problem solving and system development. General substance and field resources for any environment include planetary gravitational and magnetic fields. Secondary function Functions are supporting the primary function. Separation Principles Generic approaches to resolving Physical Contradictions; separation of the different values of the same parameter in space, time, different conditions, the whole system, its components, etc.

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Fig. 3 A substance-field model has three essential components: substance S1 (a tool), substance S2 (a product), and field F. Substance-field models describe situations, problems, and solutions.

substance In ARIZ-85C, the System of Standard Solutions and Substance-Field Analysis, this is an element in the substance-field model. These two elements are the ‘tool’ (S1), used to produce, control, measure, or change the product's parameters, and the ‘product’ (S2), the part that is controlled, processed, or modified. Substance-Field Analysis Analysis that transforms the substance-field model of problems into the substance-field model of a solution, including studying the evolution of substance-field structures. substance-field model The substance-field model (Fig. 3) describes situations, problems, and solutions in an abstract, graphic form.The simplest substance-field model has three essential components: • Substance (S1) is a ‘tool’ used to produce a product or control, measure, or change values of a product’s parameters substance (S2), a ‘product’ produced, measured, controlled, or changed. • Field (F) is the energy used to interact between the ‘tool’ and the ‘product.’ system Components that, in combination, supply a new feature(s). Separately, these components do not have this feature; it appears only at the system level. The system is an instrumentality that combines interrelated interacting artifacts designed to work as a coherent entity. System of Standard Solutions Recommendations for how to transform Substance-Field models of problems into Substance-Field models of possible solutions. The logic of these transformations is based on the Laws of System Evolution. System Contradiction A conflict between two or more parameters of a given system. Changing one parameter of a system could cause problems with other parameters of the system.

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system evolution An improvement over time of the main parameter values that define a given system. T

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Tool In ARIZ-85C, the System of Standard Solutions and Substance-Field Analysis is part of a system used to produce, control, measure, or change any product parameter. TRIZ TRIZ is a science and philosophy for new system creation and existing systems development, and related problem-solving. TRIZ helps to create the best possible solutions for even the most critical problems. TRIZ Innovation Roadmap for project creation and problem-solving An individual and proper combination of TRIZ elements, proven project development methods will be most effective in achieving the best result for a given project or problem. Useful action It is an action that contributes to the performance of the primary function of a system. Value Methodology A system created to prevent unnecessary costs during product/process design or to find and remove excessive production costs most profitably. Value Methodology realizes these fundamental functions through specific approaches and techniques. The primary and most effective Value Methodology technique is Functional Analysis. working unit The part of the system performing the primary function of a system.

References

Altshuller, G. S. (1984). Creativity as an Exact Science. New York, NY: Gordon and Breach. Altshuller, G. S. (1988). A thread in the labyrinth (article - 76 Inventive Standards with examples). Petrozavodsk: Karelia. This book is available in Russian. Altshuller, G. S. (1996). And suddenly, the inventor appeared. Worcester, MA: Technical Innovation Center. Altshuller, G.S. (1997). 40 Principles: TRIZ Keys to Technical Innovation. Worcester, MA: Technical Innovation Center. Altshuller, G.S. (2000). The Innovation Algorithm. Worcester, MA: Technical Innovation Center. Buderi, R. (May 2001). Interview with Gordon E. Moore. Technology Review. Bukhman, I. (2012). TRIZ technology for innovation. Taiwan: Cubic Creativity Company. Goldfire, Invention Machine Corporation, https://www.invention-machine.com. Kaufman, J. (1998). Value management. Menlo Park, CA: Crisp Publications. Miles, L. (1989). Techniques of value analysis and engineering. Washington, DC: Lawrence D. Miles Value Foundation. Seliotski, A. (Ed.). (1991). Chance to Adventure. Petrozavodsk: Karelia. This book is available in Russian. Toigo, J. W. (2000). Avoiding a data crunch. An article from Scientific American.

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