CID Course, Workbook 3-1-4. Topic 4. Problem Synthesis

TRIZ Textbooks: CID Course for Children, 3-1W4
Topic 4. Card Index (Problem Synthesis)
Planet of Unsolved Misteries: Course of Creative Imagination Development (CID), 3rd Grade, 1st Semester, Children Workbook
Natalia V. Rubina, 1998 [published in Russian] English translation by Irina Dolina, June 3, 2001 Technical Editing by Toru Nakagawa, December 15, 2001
Published 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, T. Nakagawa, 2001

Guide-Book of this chapter

Guide-Book

Topic 4. Card Index
(Problem Synthesis)

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.

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.

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

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

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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. )

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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.)

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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.)

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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.
Make up 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”)

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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”).

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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”)

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Last updated on Dec. 17, 2001. Access point: Editor: nakagawa@utc.osaka-gu.ac.jp