本帖最后由 sunsong7 于 2011-6-22 11:30 编辑 : \; M% O9 q. l ; C' v& ~8 O# C. V老狼曾发帖闲聊“上帝是科学吗？”，今天反过来问： # p1 |+ W0 f1 I7 u$ g T& a : ^5 D' S' J9 _0 c# x" G 科学有生命力吗？ 技术会进化吗？ % n! ^6 U1 g6 e' c# B0 U 8 |8 J5 F/ u2 O3 D% A5 U+ J6 }7 t( n 也许有时很无奈，研究中你所关注的问题往往别人也在思考，你费九牛二虎之力找的的思路与他人不谋而合，甚至你刚刚完成了研究却发现别人同时也得到同样结果... ' x7 `" w M1 A, d" U4 ? : R; m4 G/ D: \# q4 n 进化论是1858年达尔文和华莱士同时发现的；而重编程多能干细胞（iPS cell）是2006年分属京都大学及威斯康辛大学麦迪逊分校的两个团队同时完成的，虽然独立研究，但使用的方法几乎完全相同，更巧合的是竟然同时分别被两本期刊审核通过，证明基因直接重组技术的确有效。他们所使用的方式都是利用病毒将四个基因送入皮肤细胞，促使普通的皮肤细胞产生变化，最后成为带有胚胎干细胞性质的细胞，称为诱导式多能性干细胞(iPS)。( ?. s6 e2 z0 m+ d/ z8 c
9 ]# i$ \- B3 Q5 z. C 这些仅仅是巧合吗？注意一下我们周围：电话、电脑、汽车、飞机等，虽然摸样各异，但技术内涵却始终趋同....似乎这些东东也有生命并遵循着某种规律在进化！ 0 k; w! c% W& `% S6 b8 Y0 i, b6 n6 H4 \
熟话说得好“地球离开谁都照样转”，科学发现发明是一些伟大的科学家贡献，但是不得不承认真理不以人们的意志为转移，科学规律的揭示，技术的进步往往并不依赖于某个人，即便是牛顿不存在万有引力依然存在，依然会被人们揭示出来； , L1 l( U' r$ _- F) k7 }9 h C+ K: ?5 \ w! C6 ?) L# t, P1 P2 b: |
反过来，研究人员如何突破自我自我争取主动呢？除了天赋与专业知识，科学发现与技术发明的能力是否可以训练呢？ 1 L% _" k y, D8 d1 H# M% m/ D' R, |+ g
这里老狼想提示： 人类科学技术发展到今天，在某一领域遇到的问题往往在其它学科，甚至是毫不相干的学科，有80%左右的问题已给出正确答案的思路... ( Q8 v: A- y9 h
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) A7 t" a0 {) E. O8 z) H! e 1946年，Altshuller发现任何领域的产品改进、技术的变革、创新和生物系统一样，都存在产生、生长、成熟、衰老、灭亡，是有规律可循的。人们如果掌握了这些规律，就能能动地进行产品设计并能预测产品的未来趋势。 8 y$ m: ?- N; r2 Q# R
2 V' V9 J) k4 Q+ V' Y, ^ 以后数十年中，Altshuller穷其毕生的精力致力于TRIZ理论的研究和完善。在他的领导下，前苏联的研究机构、大学、企业组成了TRIZ的研究团体，分析了世界近250万份高水平的发明专利，总结出各种技术发展进化遵循 的规律模式，以及解决各种技术矛盾和物理矛盾的创新原理和法则，建立一个由解决技术，实现创新开发的各种方法、算法组成的综合理论体系，并综合多学科领域的原理和法则，建立起TRIZ理论体系。% y2 p0 `2 A! K# D" F
7 ~( b$ z3 l4 ?: f TRIZ的含义是发明问题解决理论，其拼写是由“发明问题的解决理论”俄文теории решения изобретательскихзадач 的英文音译Teoriya Resheniya Izobreata-telskikh Zadatch的缩写，其英文全称是Theory of the Solution of Inventive Problems（发明问题解决理论）。在欧美国家也可缩写为TIPS。 3 ]/ D6 E7 w* f5 H; ~" _/ i
2 c6 b3 J, ?2 H) [6 BDuring the late 1940s, Genrich Altshuller, the originator of TRIZ, was working in the patent department of the Soviet navy. His primary responsibility was to assist inventors in filing patents, but because he was himself a gifted inventor (he received his first patent at the age of 14), he was often asked for help in solving problems encountered during the innovation process.5 H: ^/ ?0 ^# D: k) ]
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Assuming that methods existed to help people solve creative problems, Altshuller went to the library and began researching. He found studies based upon the notion that, since innovation is a product of the human mind, the process can be improved using psychological techniques. Several methods (such as brainstorming) had been developed to overcome psychological inertia -- that is, to help people generate ideas "outside the box.", H& c8 @2 |5 S2 U v# Z+ _
4 d2 F7 N; J) T K; l$ j$ ]But Altshuller soon began to realize the difficulty of obtaining objective information on the innovation process through psychological means, as the results were neither measurable nor reliable. In contrast, he reasoned, technical information is objective in nature. While there are no tools that allow us inside the human mind to study the process of innovation, the results of this process can be easily observed by studying the inventions themselves, or the patent literature associated with them. g$ n5 a/ o1 `& m- I& y( H: ]% B, c+ j; ^ l7 n1 F$ ]
Realizing that an innovation represents a fundamental change to a technological system -- and is therefore subject to analysis -- Altshuller turned his attention to the patent fund, screening over 200,000 patents from all over the world. He identified 40,000 patents that constituted "inventive" achievements, and began a rigorous analysis of these. The results of his efforts formed the theoretical basis of TRIZ and laid the groundwork for the problem-solving tools that would later be developed. As the TRIZ methodology grew over the next four decades, the patent research continued; by the mid-1980s over 2 million patents had been investigated. : Q, k1 F& L1 g7 H. q" V0 q8 j2 l
The Evolution of TRIZ and MTRIZ% v6 @/ }% c% m: y) Q2 b
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M; N2 c9 S2 s; X % O2 v, F$ O& n6 u$ a6 @( Y6 n) MThe history of TRIZ can be divided in the following stages:, L# @' i- \; i t
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1946 - 1980 : y7 z0 w) H7 H5 E 6 c: Y+ c: U3 m3 G1 q0 B1 ?0 a' ]4 sGenrich Altshuller is virtually the only person developing TRIZ; others provide occasional assistance. * o" R6 R' t/ c6 L+ Q1 `4 M) p5 [) xFundamental discoveries have been made and the basic ideas and tools of classical TRIZ have been developed. 7 c' e2 o( m1 y# K C
Occasionally, others contribute their ideas, however these ideas are usually weak and of secondary importance. 8 D1 q! _1 p3 j* v! @9 z, L
This stage ended in 1980 when the first TRIZ Specialist conference took place in Petrozavodsk, Russia. 0 L/ `# e! m7 J/ X& @1980 - 1986- D# q9 u! H$ x5 w8 |
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TRIZ receives publicity in the former USSR. Many people become devotees of TRIZ and of Altshuller; the first TRIZ professionals and semi-professionals appear. : q+ w+ u" ^6 P& b$ a0 k# e. @" qAltshuller is highly efficient in developing TRIZ due to the large number of seminars conducted, the various TRIZ schools established, and individual followers who join the ranks, allowing for the rapid testing of ideas and tools. TRIZ schools in St. Petersburg, Kishinev, Minsk, Novosibirsk, and others become very active under Altshuller's leadership. ! Q/ ~+ Y! k2 x& A, p2 p# _, X$ hThe strong development of classical TRIZ results in the first serious attempts to move TRIZ beyond the strictly technological domain (the book Life Strategy for a Creative Individual, children's education, "subversion" analysis, Theory of Evolution of Organizations, etc.). ) t$ V! l1 V5 c" ^$ F
Although the free exchange of ideas and open publication exists, publication is extremely difficult to achieve. 5 ?$ \8 X$ K. q, |
TRIZ materials accumulate rapidly but vary widely in quality (from useless to real breakthroughs). : N8 q3 w3 v) p' ~1986 - 19919 v; D( p0 o) v$ ]# i
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In 1986, the situation changed dramatically. Altshuller's illness limited his ability to work on TRIZ and control its development, thus he discontinued his work on technological TRIZ. For the first time in the history of TRIZ, Russian perestroika allowed it to be applied commercially. In 1982, Boris Zlotin and Alla Zusman founded a technical school in Kishinev, Moldova which specialized in teaching the TRIZ methodology and providing TRIZ analytical services for industrial companies. ; q! M. Q9 B3 o' A3 V& F8 }/ B* E% N" N
The accomplishments of the Kishinev TRIZ School included:7 ]& U( X: @# w, O
3 l) T2 ~! P$ |& l. m* }over 6,000 students taught . B4 M% T v' |& L
over 4,000 technological problems solved or facilitated ' q9 Q% l6 Z1 ]( x6 I7 c4 a3 M
development of a methodology for solving scientific problems ) W" A# T9 {; `" A& E4 p8 R1 D0 l- Adevelopment of a methodology for identifying possible causes of failures as well as potential failures 4 L" o. v2 V2 {1 n7 B4 f didentified numerous lines of evolution 3 d$ N8 i) A1 t% }" ` d
published nine books on TRIZ (three together with Altshuller) 4 {2 A& T# Z0 y8 v9 bcontributed monthly to popular magazines on the practical application of TRIZ 4 m2 U) v m% l( L6 U& k; P6 f
launched a monthly contribution to Russian newspapers on TRIZ for children 2 s3 q* T6 Y% s( e) b3 M
published numerous other articles on the TRIZ methodology - S0 ~# D8 N) adeveloped the basic patterns of evolution of organizations ( {/ p9 W7 X5 G e0 Z
developed recommendations for using students' unresolved real-life problems as a teaching process 8 q7 f( A7 }" r8 E& y- ^
developed educational programs for various audiences at a range of technical levels Q6 W: M4 {/ jprovided analytical services for business organizations 5 O/ A# M; Y4 }9 {3 A) e" w5 lBy 1989, the extensive experience of the Kishinev TRIZ School in teaching and problem solving allowed Zlotin and Zusman to define the main weaknesses of the classical TRIZ methodology. These were:& V$ Q* e# v5 u% H( v
. I, h, E' I) Y0 X# S+ I6 \Its non-rigorousness (i.e., many analytical skills that were required for the successful application of TRIZ tools had not been transformed into documented rules, algorithms and recommendations). 0 F; [6 M3 t- {
A limited amount of the TRIZ knowledge-base had been documented and was available for study and use. ; [: z0 g; q# E
Each tool had been developed separately and as a result the tools did not form an integrated system. " s1 r3 f( H; N3 c" q* n- _
Problems of different types had to be treated differently, but there were no clear recommendations for which tool to use for a particular type of problem or situation. ; A' B3 m* H# Q8 I* i' QThe tools did not support all stages of the problem-solving process. For example: problems had to be pre-formulated in TRIZ terms before the tools could be applied. , x+ E8 ]8 _& t$ p1 _! X
As a result of the above limitations, TRIZ was characterized by the following:- _9 ]; T( C1 g/ M4 P. |6 G9 i
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Considerable education (from 100 to 250 hours) was required to effectively utilize TRIZ. : {. J; @0 H& t# P; ?Extensive practice (from 1 to 5 years) was required to become self-sufficient in the methodology. % g1 z6 t0 V# e- v3 _Making TRIZ available for mass utilization posed an insurmountable challenge. 7 l. s1 }- H0 {' o1 ?" |In addition, these same drawbacks made the process of computerizing TRIZ -- which had already begun -- very difficult. 8 V- S8 D/ \" F, @$ R* F ; s. F8 l% @) k& p5 O! ^9 @5 G7 P' [Given the above considerations, Zlotin and Zusman determined to advance the TRIZ methodology in the following directions:: S0 w2 m# H) L; |
* }1 O5 ~( U3 h' W+ e3 L4 ~& `/ S* {Develop integrated tools so that all types of problems can be treated in the same manner. 4 E0 W+ K- c" j# d6 M: ]
Add the "missing" tools so that TRIZ supports all stages of the problem-solving: problem identification, formulation, and categorization; identifying and utilizing the appropriate tools; evaluating results; planning the implementation. / P" l3 U' F( }# fRestructure and extend the TRIZ knowledge base to take advantage of computerization. ( L) ^, `' o9 V, S. P: bContinue development of the lines of technological evolution. , c& j* ~8 U7 @% N0 i$ M: k! b
Continue development of problem-solving tools. $ Q: k. P7 e1 A6 m5 e2 YReveal patterns of evolution in non-technological areas. 9 o( @* t( B$ a$ N
This work resulted in the following accomplishments: , ]+ l& @. x) G8 b1 b$ [- c" T g
A new, comprehensive version of ARIZ, which is much more rigorous and suited to computerization. , |# C; M; x) q, C5 s' ~& y' mA problem formulation process, first for mental use and then for computerization. ' s% e* s8 ]( K
A System of Operators that incorporates the entire existing TRIZ knowledge base. 6 i3 X, n* M- Z! O
Substantial extension of the TRIZ knowledge base (twice as many operators, many additional examples, added technical applications of effects). & R+ Z9 Y7 F d! pA complete problem-solving process (later called the Ideation Process). , r7 e* a7 ^! y# }+ |
A prototype of the Innovation Workbench software system, which incorporates the complete problem-solving process. . W0 t' ^( |0 ^. y- s3 l
A software prototype for personnel management. / r) ?% z9 _$ [1991 to 20056 D/ q4 O5 W1 S; C# L
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! h3 i6 ?5 ~( A4 [. M: \, VThe rapid deterioration of the economic situation in the former USSR forced many capable TRIZ specialists, most of whom who had established their own businesses, to move TRIZ abroad. Many TRIZ specialists immigrated into the U.S. and Israel and started promoting TRIZ individually. Others found international partners and established TRIZ companies. Recognizing the U.S. as a key for the successful dissemination of technology, Zlotin and Zusman joined with American professionals to form Ideation International -- an American company incorporated in 1992. During the ensuing years, Ideation accomplished the following:4 I; L0 C2 k8 g7 Q8 Z
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Acquired the Kishinev TRIZ School, moving most of their principal scientists to the U.S. ! |. _6 _2 d% _2 I# r
Translated and repackaged an extensive amount of information on TRIZ 2 Y* J9 T9 \# y$ G
Became familiar with the U.S. marketplace * z% ]6 P/ e- m7 bLearned the requirements of potential TRIZ users 7 o6 C0 @ Z* W$ u1 t. m
Adapted TRIZ to the American engineering process ' O# t- a& S: N x, T! b
Delivered products and services to numerous industrial companies 0 y3 H+ Z {( e) J& k* h% P) _. DTrained hundreds professionals in the methodology o5 u6 o" U$ g: p2 ZEstablished educational programs to help an individual become self-sufficient in TRIZ and develop further mastery + _+ Q ~% O; C# t) bDeveloped a family of software tools and installed thousands of copies ' H5 s; O5 c& D3 J3 z# X$ v$ [
Continuously advanced the Ideation/TRIZ methodology (I-TRIZ) ! F* x1 J" b* j2 bThe Evolution and Transformation to Modern TRIZ % p8 Q4 y# O* ?3 U ; o. M4 k+ i/ u; K9 jAs MTRIZ has evolved, other spin-offs of classical TRIZ appeared as well. The figure below illustrates the differences between MTRIZ and other systems in terms of power and simplicity and in term of convergence.# k$ t* r. n8 W( ^: Q7 Z
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[attach]29015[/attach] 5 J: }3 |; h! R1 ]: ]& e$ x 0 G* ?7 y7 e; p/ e; @作者: sunsong7 时间: 2011-6-25 21:56
' I2 q$ \$ K8 ]( a/ h# I$ bNo.12 在一个系统中，有用、有害效应同时存在，但S1 及S2 必须处于接触状态，则增加场F2 使之抵消F1 的影响，或者得到一附加的有用效应。4 _: i' t! E8 u/ \) X" ^4 h
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No.13 在一个系统中，由于一个要素存在磁性而产生有害效应。将该要素加热到居里点以上，磁性将不存在，或者引入一相反的磁场消除原磁场。& g) ~9 C0 H4 B. `6 I1 h# N
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第二类标准解：改变系统
. a. L% F- D/ A! n# b9 p2 ~1 J, k+ u: Y: ^ （1）变换到复杂的物-场模型 + S: f( H& b; r6 }! \1 w/ H : {# k6 i* ]" tNo.14 串联的物-场模型：将S2 及F1 施加到S3；再将S3 及F2 施加到S1。两串联模型独立可控。 $ C( H) y# z+ G0 V2 s. I$ {$ Y1 ~- _7 I. i3 H [* |- Y4 p
No.15 并联的物-场模型：一个可控性很差的系统已存在部分不能改变，则可并联第二个场。; k( a- s1 S( [2 b, @! m3 K
6 r! @2 ?' ~! m: g（2）加强物-场 3 `1 D% a) q1 R4 ]6 o l x. {& V- V: m$ E1 _, ^7 L9 f
No.16 对可控性差的场，用一易控场来代替，或增加一易控场：由重力场变为机械场或由机械场变为电磁场。其核心是由物理接触变到场的作用。 ( g+ I8 q }8 ^) c8 S% s; ~& m) n5 p
No.17 将S2 由宏观变为微观。: a) z" n0 W8 A; g* J- q) }* A
+ Q& {0 M4 l# x. I* Q; NNo.18 改变S2 成为允许气体或液体通过的多孔的或具有毛细孔的材料。# \" @; ? r K4 W
/ I; e/ L, W6 h9 Q- LNo.19 使系统更具柔性或适应性，通常方式是由刚性变为一个铰接，或成为连续柔性系统。 - t. h! I& b+ h8 Y- O, p0 H! [3 s9 _- }; R P9 q, B' }# L
No.20 驻波被用于液体或粒子定位。6 w$ |1 ]8 A. V; e) X& c