BRAINSTORMINGBrainstorming is one of the most important techniques to generate and develop new ideasVertical ThinkingLateral ThinkingComments that Reduce Brainstorming to Braindrizzling Comments that Reduce Brainstorming to Braindrizzling That won't work That's too radical It's not our job We don't hae enou!h ti"e That's too "uch hassle It's a!ainst our #olic$ We haen't done it that wa$ be%ore That's too eensie That's not #ractical We can't sole this #roble"Su!!ested 'ses o% Old (ars as )*ui#"ent %or a (hildren's +la$!roundFree AssociationTake the tires and roll them along the ground. Get on the roof and use the car as a slide. Take the seats out and use them as a bed to rest between activities Teenagers could take the engine apart and try to put it back together. Cut the body of the car up to make a 3-D pule. !ake a garden by planting flowers inside. "se the tires to crawl through as an obstacle course. !ake into sculpture. Take off the doors and use as a goal for hockey. Osborn's Checklist for Adding New Ideas Adapt?.... ,ow can This -#roduct. idea. #lan. etc/0 be used as is1 What are other uses it could be ada#ted to1 Modify?.... (han!e the "eanin!. "aterial. color. sha#e. odor. etc/1 Magnify?.... Add new in!redient1 Make lon!er. stron!er. thicker. hi!her. etc/1 Minify?.... S#lit u#1 Take so"ethin! out1 Make li!hter. lower. shorter. etc/1 Substitute?..... Who else. where else or what else1 Other in!redient. a"terial. or a##roacj1 Rearrange?.... Interchan!e #arts1 Other #atterns. la$outs1 Trans#ose cause and e%%ect1 (han!e #osities to ne!aties1 Reerse roles1 Turn it backwards or u#side down1 Sort1 Combine?.... (o"bine #arts. units. ideas1 Blend1 (o"#ro"ise1 (o"bine %ro" di%%erent cate!ories1Using Osborn's ChecklistAdaptTake the hood o%% and use it as a tobo!!an in winter !odif"Re"oe the en!ines and side #anels and "ake !o2carts !agnif"Oer in%late the inner tubes %ro" the tires and use the" to create a 3ro"#er roo"34ju"#in! #it/ !inif" (rush the cars into cubes and allow the kids to cli"b on the blocks #ubstitute 'se the car's seats in swin!s Rearrange Turn the car u#side down and use it as a teeter2totter Combine 'se the side #anels or roo% to "ake a hu!e cano#$ or %ort Other $eople's %iews Think about walkin! around on $our knees5 how would this chan!e $our #ers#ectie22that is. i"a!ine the #la$!round %ro" a child's hei!ht/ What was $our %aorite #la$!round to$1 ,ow could this be "i"icked with used auto #arts1 &'ample %ro" a child's iew#oint. the intact car would be an e&citin! chan!e to #retend to be a 3!rown2u#/3 6ust take o%% the doors and re"oe other e*ui#"ent -electrical. etc/0 and let the kids #retend to drie/ 6ust leae the car as it is7 Random #timulation Rando" Sti"ulation is a techni*ue which is es#eciall$ use%ul i% we are stuck or in a rut/It is a wa$ o% !eneratin! totall$ di%%erent ideas than #reiousl$ considered and can 3ju"# start3 the idea !eneration #rocess and !et it out o% whateer current rut it "a$ be in/ Rando" Sti"ulation "akes use o% a rando" #iece o% in%or"ation -#erha#s a word culled %ro" the dictionar$ or a book. or a rando" %in!er #lace"ent on one o% the words in the news#a#er/0 This word is used to act as a tri!!er or switch to chan!e the #atterns o% thou!ht when a "ental roadblock occurs/The rando" word can be used to !enerate other words that can sti"ulate the %low o% ideas/ )&a"#le8 Our %in!er %ell on the word 3docu"ent3 in a news#a#er/$racticing Creati(e )hinking$ractice creati(e thinking b" with the following techni*ues Brainstor" ideas to ask another *uestion or su!!est another calculation that can be "ade %or this ho"ework assi!n"ent/ Brainstor" wa$s $ou could work this ho"ework #roble" incorrectl$/ Brainstor" wa$s to "ake this #roble" easier or "ore di%%icult/ Brainstor" a list o% thin!s $ou learned %ro" workin! this ho"ework #roble" and what $ou think the #oint o% the #roble" is/ Brainstor" the reasons wh$ $our calculations oer #redict the conersion that was "easured when the reactor was #ut on strea"/ Assu"e $ou "ade no nu"erical errors in $our calculations/ 3What i%///3 *uestions8 The 3What i%///3 *uestions are #articularl$ e%%ectie when used with the Living Example Problems where one varies the parameters to explore the problem and to carry out sensitivity analysis. For example, what if someone suggested that you should double the catalyst particle diameter, what would you say?.