CID Course GuideBook3-1-4. Topic. 4 Problem Synthesis

TRIZ Textbooks: CID Course for Children, 3-1G4
Topic 4. Card Index (Problem Synthesis)
Planet of Unsolved Misteries: Course of Creative Imagination Development (CID), 3rd Grade, 1st Semester, Methodical Guide-Book
Natalia V. Rubina, 1999 [published in Russian] English translation by Irina Dolina, Jun. 3, 2001 Technical Editing by Toru Nakagawa, Dec. 8, 2001
Posted in this "TRIZ Home Page in Japan" in English on Dec. 17, 2001 under the permission of the Author. (C) N.V. Rubina, I. Dolina, and T. Nakagawa 2001

Workbook of this chapter

Workbook Supplements

Topic 4. Card Index
(Problem Synthesis)

Workbook

     A detailed information about arranging a card index and organizing the work with the children at elementary school was given when we studied a corresponding topic during the CID course for second grade [1st semester] (Topic 1. “Card index – first step on the way to creativity”). Topic “Problem Synthesis” is rather difficult, and our aim is not to teach all third grade students to devise school problems according to the given rules.
   The Problem synthesis is a real research. Here are its stages:

Choosing a topic;

collecting information;

defining contradictions;

searching for interesting solutions;

collecting additional information on the same topic.

     The Card index is very important in this case. The cards may be kept in the classroom as a common fund. Such topics as “Using methods of making images”, “Examples of using methods of solving contradictions”, and others may be illustrated by the models, constructed by the children. This work may result in an exhibition. Collections of problems, stories, fairy-tales, drawings, united by the same topic are all card indexes, a concrete result of the children’s work.
     The children usually are happy to work in a group, collecting information on one topic. It would be very nice if you do the activities on problem synthesis by using the information collected by the children.

1. Warm up

(Card index to the CID lessons for the third grade).

2. Homework

Considering the problems according to the scheme.

3. Introduction to the lesson

A contest was being held at school, where Emil was studying. The third grade students competed to become “The smartest and the cleverest team”. At first the teams answered the questions on various subjects: Russian, Mathematics, Science and others. Both teams got the same results. Which team will be given first place? How to decide who is the smartest and the cleverest?
The way out was proposed by Emil. It is necessary to devise such questions that implied knowledge in several subjects at the same time, as if for the inventive problems.

4. Main topic

Thus, our aim is to learn how to devise inventive problems.

First, we have to find out what’s the difference between a creative or an inventive problem and others.
Compare the following two problems.

Buratino had two apples. Someone has taken one of them. How many apples does Buratino have now?
Every day, returning home, a man doesn’t go to the 9th floor where he lives by elevator, but comes out of the elevator at the 6th floor and walks up. Why?

The main difference between these problems is whether they contain a contradiction or not. If a problem doesn’t have a contradiction, its solution is simple and you know for sure how to get it. If there is a contradiction in the problem, then it has many solutions and the way to the answer is much more complicated. But, in our opinion, it’s more interesting to solve such a problem.

The first condition which is necessary for an inventive problem is a situation where there is a Contradiction.

Activity 1.
Make up the questions, using contradictions.

The ancient Greeks made chariots for the war. The wheels had to be solid in order to be hard-wearing, and had to be not solid in order to lighter and faster.

To build a pyramid, the ancient Egyptians needed huge stone blocks, but it was too difficult to transport them.

The boats of the ancient Egyptians had sails that helped them to sail with the wind, but the wind was not always fair.

Each of these problems can be solved by many different ways. In a real life it takes often much time to find the best solution. That is why in order to learn from the history examples the problems should include Resources, necessary for finding a solution.

Activity 2.
Supplement your problems with the necessary information.

First wheels were constructed nearly 4 thousands years ago by the Sumerians. They built carriages on the solid wooden wheels and used them for carrying various loads. The ancient Greeks used the chariots in the war. They put spokes into the wheels to make the carriages lighter and faster, and then they added wooden rims to make the wheels more durable. (Encyclopedia for Children, Publishing House “Rosman”, 1998, p. )

In order to build a pyramid the ancient Egyptians needed huge stone blocks, but it was too difficult to transport them. Then they began to transport them on the wooden platforms fixed on the logs. (Encyclopedia for Children, Publishing House “Rosman”, 1998, p.)

Five thousands years ago the Egyptians built first ships of reed to cross the river Nile. Their sail, made of papyrus, helped them to sail with the wind. When they sailed against the wind, the slaves were rowing. (Encyclopedia for Children, Publishing House “Rosman”, 1998,p.)

While solving the problem it is necessary to know for sure, what Has Been before.

Thus, for a good inventive problem three conditions are required:

Description of the previous situation (“Was”).
Contradiction.
Resources for solution.

Activity 3.
Devise problems.

In Ancient Rome if one asked a passer by about the time, he would point at the post in the center of the round square. The sun, moving from sunrise to sunset, pushed the shadow of the post which served a pointer of a sun-dial. “The time can be measured by steps", the Roman said, passing over the shadow, and added, “The shadow length is eight steps, it means that it’s time I had dinner”. (Magazine “Tram”)

On the way from Rome to Egypt, I asked a stranger about the time. He took out a small pivot, put it into the hole in his walking stick and the shadow of the pivot pointed at a mark on the stick. It turned out that his walking stick served as a portable sun-clock. (Magazine “Tram”).

In Spain, while visiting King Carl 5, I saw a big candle with 24 points on it. The candle, burning, decreased by one point every hour. “Your Majesty! One more hour has passed!” a servant who was watching the clock-candle shouted. “Oh, you are my alarm-clock", answered the king and gently tousled his hair. (Magazine “Tram”)

7. Sum up

You may sum up the work on topic “Problem Synthesis” in the form of a Quiz, like the games “What? Where? When?”, “Brain Ring” and so on. The question for the game should be chosen by the children themselves, of course with your assistance. A script of one of these lessons you will find in “Card index to the CID lessons for the third grade”.

Workbook

References

Altov, G.: "And Suddenly The Inventor Appeared", Moscow, “Detskaya Literatura” 1989.

Altshuller, G. S.: "To Find An Idea", Novosibirsk, "Nauka", 1991.

Granovskaya, R. M.: "Elements of Practical Psychology", Sankt-Petersburg, Publishing House, "Svet", 1997.

Grinder and Bendler: "From a Frog into a Princess", (Neuro-linguistic programming)

Petrusinsky, V. V. (ed.): "Games: Educating, Training, Recreation", Moscow, "Novaya shkola", 1994.

Murashewska, I. N. and Nesterenko, A. A.: Seminar Papers, 1994-1995.

Murashewska I. N.: "When I Become a Magician", Poznanie: issue No. 5- Riga, 1993

Rubin, M. S.: Articles.

Rubina, N. V.: "Program of CID Course for the Elementary School", Petrozavodsk, 1996.

Rubina, N. V.: "Workbook on CID (Creative Imagination Development) for the Second Grade (second semester)", Petrozavodsk, 1998.

Altshuller, G. S. (ed.): "Theory and Practice of Solving Creative Problems", Gorkii, 1976.

Selutsky, A. B (compiled), "An Opportunity for An Adventure", Petrozavodsk, “Karelia”, 1991.

[See Supplements at the end of the Workbook ]

[End of the Guide Book 3-1.]