Sign in or 
- EasyEdit
- Edit tags
-
(what's this?What are these tools?
People just like you can add or edit the content on this site. If you want to try editing, but aren't ready to add to this site, try our demo area.
Read more about editing pages at Wetpaint Central.
) - Report page
Share this
Problem Analysis
The critical first step in problem solving is analysis. This first step is ubiqitous in the literature, but the best known example is probably the Innovation Situation Questionnaire from Ideation International. But the information sought is generally the same:
1. The Primary Useful Function of the system (why it exists, the product produced)
2. A description of the system, its functions its environment, and any resources that may be useful for problem solving
3. A functional analysis of the failure, a history of the failure and previous attempts to fix the failure.
4. Any constraints on the problem solving that we should be aware of.
Diagrams, timing charts, functional analysis, resource lists are all important products of the Problem Analysis step. Understanding the time sequence of the situation is extremely important, and frequently neglected by beginners since many TRIZ teaching methods show static function analysis diagrams. The System Operator (also called 9 Windows) is a template for looking at the situation at different levels--components, subsystems, system, and super-systems--and different time frames. A very simple method is to draw the functional relationship diagram at several times, such as before the problem occurs, during the problem occurence, and after the situation is over. More complex, dynamic simulations can also be very helpful. (Teaching note: if the TRIZ students aren't already familiar with dynamic simulations, don't introduce them at this point. Let them use multiple static diagrams.) Some articles on a variety of ways of including time dependence in function analysis are as follows:
http://www.triz-journal.com/archives/2005/12/05.pdf A. Bushuev
http://www.triz-journal.com/archives/2004/05/01.pdf C.Sorgie
http://www.triz-journal.com/archives/2002/12/a/01.pdf J.Miller & E. Domb
http://www.triz-journal.com/archives/2002/06/c/index.htm J.Miller & E. Domb
In addition, the System Operator (also called 9 Windows) method places considerable emphasis on understanding the temporal relationship in the problem situation.
http://www.triz-journal.com/archives/2002/01/c/index.htm D. Mann (4th article in a series on the system operator)
http://www.triz-journal.com/archives/2002/01/d/index.htm A. Serediskii
http://www.triz-journal.com/archives/2008/03/04/ R. Czerepinski, J. Miller, E. Domb (4th of a series)
1. The Primary Useful Function of the system (why it exists, the product produced)
2. A description of the system, its functions its environment, and any resources that may be useful for problem solving
3. A functional analysis of the failure, a history of the failure and previous attempts to fix the failure.
4. Any constraints on the problem solving that we should be aware of.
Diagrams, timing charts, functional analysis, resource lists are all important products of the Problem Analysis step. Understanding the time sequence of the situation is extremely important, and frequently neglected by beginners since many TRIZ teaching methods show static function analysis diagrams. The System Operator (also called 9 Windows) is a template for looking at the situation at different levels--components, subsystems, system, and super-systems--and different time frames. A very simple method is to draw the functional relationship diagram at several times, such as before the problem occurs, during the problem occurence, and after the situation is over. More complex, dynamic simulations can also be very helpful. (Teaching note: if the TRIZ students aren't already familiar with dynamic simulations, don't introduce them at this point. Let them use multiple static diagrams.) Some articles on a variety of ways of including time dependence in function analysis are as follows:
http://www.triz-journal.com/archives/2005/12/05.pdf A. Bushuev
http://www.triz-journal.com/archives/2004/05/01.pdf C.Sorgie
http://www.triz-journal.com/archives/2002/12/a/01.pdf J.Miller & E. Domb
http://www.triz-journal.com/archives/2002/06/c/index.htm J.Miller & E. Domb
In addition, the System Operator (also called 9 Windows) method places considerable emphasis on understanding the temporal relationship in the problem situation.
http://www.triz-journal.com/archives/2002/01/c/index.htm D. Mann (4th article in a series on the system operator)
http://www.triz-journal.com/archives/2002/01/d/index.htm A. Serediskii
http://www.triz-journal.com/archives/2008/03/04/ R. Czerepinski, J. Miller, E. Domb (4th of a series)
ellendomb |
Latest page update: made by ellendomb
, Mar 17 2008, 6:51 PM EDT
(about this update
About This Update
references for time dependent function modeling and time in system operator
- ellendomb
80 words added view changes - complete history) |
|
More Info: links to this page
|
| Started By | Thread Subject | Replies | Last Post | ||
|---|---|---|---|---|---|
| Pentti | Problem Definition | 0 | Apr 22 2008, 7:20 AM EDT by Pentti | ||
|
Thread started: Apr 22 2008, 7:20 AM EDT
Watch
In TRIZ we transform the PROBLEM SITUATION into TRIZ heuristics. It means that we are after either - Technical Contradiction - Physical Contradiction - Analysis of malfunction or some other problem (e.g. measuring, detection, etc.) in the System or the Process - Function, i.e. a new way or phenomenon for performing the required action If we are able to do this, we know where to find the solution, that is e.g. - Matrix and the 40 Principles (for Technical Contradiction) - Separation in time, place, structure; or Phase transition; or in Super/Sub System level (for Physical Contradiction) - If we can draw the Substance-Field drawing for the system or process, then we know what to look for: i.e. adding or modifying Substances or Fields etc. (for malfunction or some other problem in the System or Process) - Scientific Effects for a new way of performing the required action or function. For more complicated problems we have additional tools and additional proven “tricks” or hints like - Modelling with Miniature Dwarfs (using magnificent creatures which can do what ever is needed); - Anticipatory Failure Determination (speculating various ways to cause such a failure by ourselves or by somebody nasty minded); - Multi-screen Approach (to forecast technological future development from the past and current experience); - Trends of technological development ( to find the least developed part in our system for further study) - Change of the level in our approach (to Super or Sub level) - Backward Method (starting from the needle in haystack instead of visa versa) - Use of Mono-, Bi-, and Poly- structures See also: Thoughts on ARIZ. Do we need to redesign the ARIZ 2000? http://www.triz-journal.com/archives/2003/04/d/04.pdf Thoughts on Substance-Field Models and 76 Standards Do we need all of the Standards? http://www.triz-journal.com/archives/2003/03/f/06.pdf |
|||||
Showing 1 of 1 threads for this page
