1
THE APPLICATION METHOD OF THE
CREATIVE ENGINEERING DESIGN
EDUCATION(CEDE) APPLYING TRIZ IN
TECHNOLOGY OF THE MIDDLE SCHOOL
THE APPLICATION METHOD OF THE
CREATIVE ENGINEERING DESIGN
EDUCATION(CEDE) APPLYING TRIZ IN
TECHNOLOGY OF THE MIDDLE SCHOOL
Chang-Hoon Lee, Ki-Soo KimChungnam National University, Korea
2
Chungnam National University,Daejeon, Korea
3
4
The application method of the creative
engineering design education(CEDE)
applying TRIZ in technology of the middle
school
The application method of the creative
engineering design education(CEDE)
applying TRIZ in technology of the middle
school
5
1. Introduction
1.1. Purpose of the study
The science and engineering education has faced some problems in Korea. Students avoid studying natural science or engineering in the university although these are essential studies to enforce competitive power of national technology.
To overcome these trends, Korean government has prepared plans to support natural science and engineering departments in universities to develop their own programs to strengthen competitive power for this particular field of study.
6
Especially, for engineering majors, universities
emphasize CEDE(Creative Engineering Design
Education).
If CEDE is taught in elementary and actualized in
technology education of middle or high school, this
preliminary education will help enhance interest in
engineering and enforce competitive power of national
technology.
1. Introduction
7
Since important terms such as creation, innovation, invention and problem solving that have been focused in recent technology education are all related to CEDE, this paper applies TRIZ as a method of CEDE in technology, which is an acronym for ‘theory of inventive problem solving’ in Russian.
Thus, this study explores the application methods of CEDE utilizing TRIZ for teaching technology in the middle school.
1. Introduction
8
1.2. Methodology
First, based on an extensive literature review, Creative Engineering Design Education (CEDE) was extracted from the middle school technology curriculum.
Second, a literature review was conducted on TRIZ, creative problem solving methodology.
Third, a systematic design procedure and components of Design Process were examined as CEDE methodology.
Finally, an application of CEDE was proposed in which TRIZ was applied in a middle school technology class.
1. Introduction
9
JMIACT(Synder & Hales, 1981)
•manufacturing technology
•construction technology
•transportation technology
•communication technology.
TFAA(Technology for All Americans) project of ITEA(1996)
•++ bio-related technology
2. CEDE projects based on the analysis of middle school technology curriculum
10
2. CEDE projects based on the analysis of middle school technology curriculum
In Korea, the core and common curriculum for
elementary and middle school technology classes
consists of 6 areas:
•understanding of technology
•manufacturing technology
•construction technology
•transportation technology
•communication technology
•bio-technology
11
Table 1.CEDE projects at middle school level
Fields CEDE projectsmanufacturing technology
manufacturing a mini fan, chair plane, crane, reading desk, flower pot pole, dustpan, something on move, pencil case, robot arm using injector principle, drumming boy, a model for smoothing cloth by pounding, guard alarm, eccentricity round-trip equipment, circuit on breadboard, conveyor belt, automatic lighting system, and wood automata.
construction technology
constructing model for bridge, pagoda, a mini star observation tower made of wood, and clock tower.
transportation technology
manufacturing water-propelled rocket, water-propelled car, glider, sun-heat condensing equipment, model for boat, rubber-propelled airplane, and hatching eggs.
communication technology
manufacturing microphone, headphone, headset, electric circuit, FM wireless microphone, and FM radio.
2. CEDE projects based on the analysis of middle school technology curriculum
12
3. Theory of inventive problem solving, TRIZ
3.1. The history of TRIZ
TRIZ is an acronym for the Russian words.
Teoriya Resheniya Izobretatelskikh Zadatch
Theory of the Solution of Inventive Problems.
TRIZ is commonly used to refer to the Theory of
Inventive Problem Solving.
Genrich Altshuller is considered the founder of TRIZ.
13
3.2. Bsaic premises of classical TRIZ
Many traditional approaches to creativity and
innovation have a fatal flaw.
Trial and error does not guarantee a solution.
Altshuller was particularly interested in reducing the
time required to come up with an invention and
developing a structured, repeatable process to
enhance breakthrough thinking.
3. Theory of inventive problem solving, TRIZ
14
3.2. Bsaic premises of classical TRIZ
Altshuller identified three basic premises of TRIZ.
Ideality, Contradictions, and Systems approach
Three more specific premises are:
1) the ideal design is a goal.
2) contradictions help solve problems.
3) the innovative process can be structured systematically.
3. Theory of inventive problem solving, TRIZ
15
3.3. TRIZ’s problem solving process & psychological inertia
3. Theory of inventive problem solving, TRIZ
Psychological inertia vectorPsychological inertia vectorPsychological inertia vectorPsychological inertia vector
16
3. Theory of inventive problem solving, TRIZ
Figure 1. TRIZ’s problem solving processFigure 1. TRIZ’s problem solving processFigure 1. TRIZ’s problem solving processFigure 1. TRIZ’s problem solving process
Standardization Specialization
Operator
Trial & errorTrial & error
17
3.4. The Contradiction Table : improving the
normal problem solving process
The Contradiction Table is a tool that takes an important part in Classical TRIZ.
This is consisted of 40 Principles and 39 design Parameter.
In TRIZ, the work is conducted to generalize a
problem.
3. Theory of inventive problem solving, TRIZ
18
4. A systematic design procedure
The design of a product begins with a statement of the
problem that defines the need.
Potential solutions are created, analyzed, and
modified before the final solution is attained.
Conceptual design is highly dependent upon
creative thinking.
It is characterized by the creation of numerous
potential solutions to a problem.
19
A systematic design procedure
4. A systematic design procedure
Step 1. Definition of the problem
Step 2. Creation of potential solutions
Step 3. Analysis and evaluation of these concepts
Step 4. Selection of the best concept
Step 5. Iterative modification of the best concept
Step 6. Transformation of this concept into product
plans
20
Start
Stop
Establish the problem area
Define the problem
Creative conceptual designs
Analyze and evaluate conceptual designs
Develop product design
4. A systematic design procedure
Figure 2. Essential ingredients of the design processFigure 2. Essential ingredients of the design process(Brian S. Thompson, 1997)(Brian S. Thompson, 1997)
Figure 2. Essential ingredients of the design processFigure 2. Essential ingredients of the design process(Brian S. Thompson, 1997)(Brian S. Thompson, 1997)
21
5. Conclusions
First, projects for CEDE shown in Table 1 should be applied.
More projects in the manufacturing field than any
others.
These projects should not be limited to one field of
technology, but rather they should be incorporated in
their contents.
22
Second, it is suggested that the Essential Ingredients of the Design Process in Figure 2 should be followed in order to solve the problems.
The core process of the design consists of 5 levels:
establish the problem area, define the problem,
create conceptual designs, analyze and evaluate
conceptual designs, and develop product designs.
5. Conclusions
23
Third, while following the Design Process of
Figure 2, TRIZ should be applied for each
level of curriculum.
A new design process model needs to be proposed
for the utilization of TRIZ and it should be verified by
an expert.
5. Conclusions
24
Fourth, TRIZ Operator (Problem, Standard
Problem, Standard Solution and Solution)
should be used as the first step for the
application of TRIZ.
Specific contents of CEDE which utilized TRIZ
Operator for the middle school students and the
effects of CEDE needed to be examined.
5. Conclusions
25
Fifth, the principles with a higher frequency should be taught and applied prior to others as the second step for TRIZ application among TRIZ 40 Principles, such as transformation of properties, prior action, segmentation, replacement of mechanical system, and extraction.
It is necessary to examine what the minimum
principles are for CEDE at the middle school level
among TRIZ 40 Principles.
5. Conclusions