Watertown City School District is a school district headquartered in Watertown, New York. It was first started in 1802, when the first school was erected.
Who doesn’t love a good story? Use a creative framework to reimagine lessons as mathematical stories and make lessons more engaging for your students.
In this chapter, we will explore the main ideas. The Root-Cause Analysis will direct learners to simplification of initially stated problems and selecting the right problems.
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: 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.
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.
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).
