1. Introduction to TRIZ Educational training Part 3

2. 2 Hr. 2-5 min Guided Brainstorming Results: 50-300 wild ideas 7-20 valuable ideas “Squeezing” out ideas Change approach by following the Inventive Principles Results: 10-50 wild ideas 1-2 valuable ideas Guided Brainstorming Traditional Brainstorming

3. Guided Brainstorming Process Transform a challenge into a well defined inventive problem Define opportunities and generate preliminary ideas Evaluate ideas and develop solution concept Solution Challenge and Problem Steps 5: Develop Concepts Define Objectives Formulate Opportunities Generate Ideas Develop Concepts

4. Concept Development 1.Evaluate Ideas 2.Combine ideas into concepts

5. Case Study: Air Conditioner Challenge –Customers are complaining that our window air conditioner is too noisy. Ideal Vision –Reduce the noise substantially without changing the air conditioner design Objectives –Reduce noise by 70 dB –Changes should not compromise cost and efficiency –Changes should not increase size or energy consumption

6. Formulate Opportunities Resolve the contradiction: Fan moves outside air should produce Air moves through condenser and should not produce Fan generates noise.

7. Guided Brainstorming Toolkit 1. Go to: http://www.gitoolkit.com/GB20/ 2. Click “Students” hyperlink 3. Type Username: XXXXXX 4. Type Password: XXXXXX

9. Generate Ideas Idea: Reduce the speed of the fan so noise is reduced Subsequent problem: A slow fan loses cooling efficiency

10. Subsequent Problem The fan produces a round cone of air that does NOT MATCH the rectangular shape of the condenser A test showed that 25% of the condenser area is not used Idea: Move the fan away from condenser to expand the area of the cone so that it better MATCHES the area of the condenser

11. Subsequent Problem #2 Concept: –Reduce the speed of the fan and thus reduce noise –Compensate for the loss of efficiency by increasing the area of the condenser exposed to the airflow –Move the fan away from the condenser so that the entire condenser is inside the cone of airflow Subsequent Problem: –Moving the fan back fully utilizes the condenser but increases the size of the air conditioner

12. Subsequent Problem #2 Resource Space - Nesting The interior of the blower contains an idle air zone which is a resource available for our use Idea:Turn the blower 180º and put the motor inside the blower cage Subsequent Problem: The motor mounting flange is in the way. Idle Air Zone

13. Final Concept 1.Reduce the speed of the fan to reduce the noise 2.Compensate for the loss of efficiency by increasing the area of the condenser exposed to the airflow 3.Move the fan away from the condenser so that the entire condenser is inside the cone of airflow 4.Turn the blower 180º and put the motor inside the blower cage 5.Mount the motor on a flange

14. Ideas Under Scrutiny Does Each Idea Stand on It’s Own? 1.Can we reduce fan speed. NO! 2.Should we increase the condenser area. NO! 3.Let’s move the fan away from the condenser. NO! 4.We should turn the blower around so that it accommodates the motor. NO! 5.Can the motor be mounted on a flange rather than at its center? NO! 3 2 154 A Concept IS NOT just a sum of ideas

15. Guided Brainstorming Process Transform a challenge into a well defined inventive problem Define opportunities and generate preliminary ideas Evaluate ideas and develop solution concept Solution Challenge and Problem Define Objectives Formulate Opportunities Generate Ideas Develop Concepts 1 2 3 n 1 2 3 5 6 7 8 9 n 4 1 2 3 4 5 6 7 8 9 60 Idea Concept 1 Concept 2 Many Concepts Many Opportunities Many Inventive Principles Many Ideas Idea Concept 3 Idea Many Ideal Visions

16. Situation “I get up at night to go to the bathroom and to fill my water cup. I know the way to the bathroom by heart, but I need to keep from tripping over or stepping on toys.” student

17. Step 1: Challenge and Problem Define what should be improved Students decided that they needed to be able to see at night to get to the bathroom safely.

18. Step 2: Define Objectives Ideally I do not need to go to the bathroom at night to relieve myself or to get water to drink. (Not realistic) I am able to see well enough at night to safely go to the bathroom to relieve myself and to get water to drink. (Selected for consideration)

19. Step 3: Formulate Opportunities I want to improve the light so that I can see to safely walk to the bathroom I want to minimize the light so I don’t wake up the rest of the family If I simply turn on the light, I can see to avoid tripping over or stepping on toys, but it’s so bright it wakes up other family members.

20. Step 4: Generate Ideas Intensify - night vision glasses Preliminary action - use the bathroom before bedtime Exclude - put light where I need it Localize - put the light near where I need it Improve Useful Function

21. Step 4: Generate Ideas Eliminate the cause - make sure all toys are picked up before going to bed Hide - hide a potty under the bed then I don’t need a light, but then I would need to clean the potty in the morning. Counteract Harmful Function

22. Step 4: Generate Ideas Separate on condition - pumping is similar to generating light. How could I generate light by walking? Localize - Place light only near my feet Separate in time - The light is on only when I need it Resolve Contradiction

23. Step 5: Develop Concepts A small light is turned on only when needed The light is attached to my slippers so it is near the floor and near my feet so I can see if there is anything I could trip over The light is small and doesn’t wake other family members The light leaves my hands free

24. Step 6: Solution Mock Up Slipper with a Stick up light on the top front of the slipper.

25. Conclusion Success has been achieved with respect to creating a syllabus: 1.Introductory material that explains the basic concepts of TRIZ and Guided Brainstorming Process: –inventive problem definition –ideality and how it connects to useful, harmful and contradictory functions –inventive principles concept 2.Have students identify different inventive principles by creating their own examples. 3.Have students begin using the computer by the lectures and homework, so they have their own tutor. A program is considered a must for this method and is well accepted by contemporary students. 4.Have students do a project of their own as a capstone for the class.