Vera Vyazovtseva

Dear colleagues, I present to your attention material that, at first glance, may seem complicated. But if you look into it, I assure you that it is very exciting, interesting, and productive. Both for children and for teachers. IN working with older preschoolers I actively use a method that allows me to visually see and feel natural phenomena, character interaction objects and their elements. This is the method - Modeling by Little People(MMC, which helps the formation of dialectical ideas about various objects and processes of living and inanimate nature, develops the child’s thinking, stimulates his curiosity. In games and exercises with MMC, imagination and fantasy are developed, therefore, the ground is created for the formation of an initiative, inquisitive creative personality.

There are many variations use of MMC: cards with drawn little people, cubes, MCH made of plastic and cardboard, finally, "alive" little men, in the role of which children act.

The essence of MMP lies in the idea that all objects and substances consist of many MPs. Depending on the state of the substance, MPs behave differently.

Little people solid substances are held tightly by the hands and to separate them, you need to apply force.

In liquid matter little men standing nearby, lightly touching each other. This connection fragile: they can be easily separated from each other (pour water from a glass, etc.)

Little people gaseous substances are constantly in motion. In addition to the main title - "running", children characterize them as "flying" or "flying".

Let's consider an example of the transition of a substance from one state to another.

An icicle does not melt in winter. Why? Because MCH (little people) the ice is cold, and they hold each other tightly. But then spring came, the sun began to warm up. The little people have warmed up, began to move, stopped holding hands - they just touched each other. Ice from solid state turned into liquid, i.e. it turned out to be water. The sun is warming stronger people are getting hot. They first moved away from each other, and then ran away different sides. The water disappeared, turned into steam, that is, evaporated.

Job with children using the MMC method is carried out in several stages.

First, the teacher, together with the children, finds out that phenomena and objects can be solid, liquid, gaseous, which can be attributed to these concepts. Children learn to identify a stone, water in a glass, steam or smoke using several MPs. So, for example, when modeling the house wall little people are original "bricks", and when modeling the tree must be based on its image (trunk, branches).

Then model objects and phenomena, consisting of a combination of various little men: water in an aquarium, a cup on a saucer, etc.

At the next stage, you can consider objects and phenomena not only in statics, but also in movement: water pouring from a tap, a boiling kettle. This is necessary in order to smoothly lead children to the ability to schematize interaction, which inevitably arises between systems.

After children have mastered the mechanical MMC, it is advisable to move to a new level of consideration. interaction objects and phenomena – schematization.

Circuit as opposed to mechanical models allows you to show complexity interaction the surrounding world and the individual little man, representing a solid, liquid or gaseous state, using certain symbols - mathematical signs «+» , «-» . Thus, there is no need to draw a lot little people.

To show the connection, use«+» , sign «-» used in that case, when we remove, we take away some element. You can draw up diagrams of phenomena with several signs.

For example, how can you designate a pencil - it has a wooden body on the outside and graphite on the inside? These 2 components of the pencil are solid. Using pictures of people, indicating solids, and the sign «+» , we get the following diagram (on the picture)

And this is how we denote the process when it poured out of the watering can water:

This is how you can designate a glass of water, a box of juice, a bottle of lemonade, etc.

You can choose many options for this scheme - a piece was torn off from a piece of paper, plasticine was broken off from a block, a dry branch was sawed off from a tree, etc.

Based on this method developed games and exercises, in which children play with pleasure, discuss the proposed objects, and teach each other. I'll tell you about the game « little people» , which I made according to the principle of ordinary dominoes - rectangular dominoes (I have them wooden) divided into 2 squares. On one square - little man or a scheme of several people with - or + signs, and on the other part of the plate - one object or several (a cube, a ball, a nail, a cup of hot tea from which steam rises, water flows from a tap, air blows from a hairdryer, etc.). Players divide the dominoes among themselves, set the order and build a chain.

Children love to play outdoor games "We - little people» . Children stand in a circle and, depending on what word the adult says, the children either stand, holding hands tightly (if, for example, the teacher says "stone", do not hold hands very tightly, i.e. an adult can easily separate these hands ( "paper", start running (word "steam", "smoke", "smell", stand side by side, touching shoulders ( "water", "milk", "juice" and etc).

With the help of MMC, you can play out various moments of the regime, explaining the essence of a particular process or situation. For example, here is soap. Soapy little men hold hands tightly while they are dry. They cling tightly to each other while there is no one between them. But here are the soapy ones little people meet water with whom they are friends. And they begin to swim, dive, splash, involuntarily lowering their hands and separating from the others. At first they swim alone, then some, holding hands, dance in a circle in the water. Look at the soap bubbles floating on the water. But they quickly burst, because their hands are soapy. wet men, slippery, it is difficult for them to hold on to each other.

I can name the teacher’s articles as the main source TRIZ Rich B. F. in magazines "Child in kindergarten" No. 5, 6, 2007 The material was creatively processed by me and supplemented. In the future, I will present notes from classes using the MMC method.

I wish you creative success!

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Municipal budgetary preschool educational institution

MBDOU " Kindergarten No. 13" Kanash

Completed by: teacher of the 1st quarter. categories

Vasilyeva M.M.

Kanash, 2017

Progress of the master class

Dear colleagues, I want, within the framework of this master - class to present to your attention a method that helps me implement the tasks for disclosure creative potential of preschool children. At first glance, it may seem complicated, but if you figure it out, I assure you that it is very exciting, interesting, and productive. As forchildren and for the teacher. When working with older preschoolers, I actively use the method"Modeling with little people"allowing you to clearly see and feel natural phenomena, the nature of the interaction of objects and their elements

The purpose of our master class:to introduce teachers to the TRIZ technology method “Modeling with little people”.

Dear teachers, today we will go on an exciting journey to the TRIZ planet. .But before you go on this journey, you and I must remember: “What is TRIZ and why is it needed?” TRIZ is a solution theory inventive problems.

Society needs people who are intellectually courageous, independent, who think originally, who know how to make non-standard decisions and who are not afraid to do so.

Preschool childhood– this is that special age when the ability to creatively solve problems that arise in different situations child's life (creativity).In preschool age process knowledge in a child it occurs in an emotional and practical way. Every preschooler is a little explorer, discovering for himself with joy and surprise the world. The child strives for active activity, and it is important not to let this desire to fall asleep help him further development. Therefore, I consider it important to use TRIZ methods and techniques for the development of imagination, speech, to teach them to think systematically, to understand the processes occurring in nature.

Before I set myself the following tasks:

• Introduce teachers to TRIZ technologies;
• Encourage the use of the Little People Modeling method in joint activities teacher with children;
• Activate and support the creative potential of teachers, develop professional competence.

There are the following technologies based on TRIZ

Today we will try the MMC method

This is a method - Modeling with Little People (MMH), which helps formation dialectical ideas about various objects and processes of living and inanimate nature, develops the child’s thinking, stimulates his curiosity. In games and exercises with MP, imagination and fantasy are developed, therefore, the ground is created forformation of proactive, inquisitivecreative personality.

The teacher addresses the guests seminar:

Only today and only now,

Only with us and only with you

I suggest plunging into the world of childhood with pleasure and of course excitement. Feel yourself far from the hustle and bustle of life and difficulties.

In my work with getting to know Little People, the wizard Ozhivolyalka helps me

The Wizard of the Animator has composed a fairy tale and wants me to tell it to you.

"A Tale of Little Men"

(reading a fairy tale is accompanied by showing diagrams)

Once upon a time there were little people, and they went for a walk around the world.They were so small that no one noticed them. They felt so offended that they began to stomp their feet and scream, but still no one saw them. Then one of them offered : “Let’s hold hands tightly and leave this country where no one notices us.” "So they did.(Slide No. 10)

But here's what happened. As soon as they held hands tightly, everyone saw them. “Look what big mountain“What a hard stone, what a strong glass, iron and wood,” everyone around said. “What happened to us,” the little men were surprised, we became wood, metal, glass and stone.” They felt so good and happy that they clapped their hands. But as soon as they stopped holding hands, water started running from the mountains. “So, if we hold hands tightly, we will be solids, and if we just stand next to each other, we will be liquids,” said the little men.

And the naughtiest little people didn’t want to hold hands and didn’t want to stand next to each other. They began to run, jump, tumble, and they turned into air, smoke over the fire and the smell of mother’s perfume.

This is how little people live now.

IN solids they hold hands tightly, and it takes effort to separate them.

In liquids they stand next to each other. This connection is fragile, they can be separated (for example, by pouring water)

In gaseous substances they run and jump. They can live in various odors and bubbles.

Teacher: Where is it suggested to start working to get to know people? The work begins with a preliminary conversation, I tell you that all objects consist of parts, and propose to name what parts it consists of. For example , brick, paper, soap, wire, stone, etc.. Usually children give the following answers: “A brick consists of small pieces of brick”, “Soap consists of small pieces of soap”...

To summarize the children's responses, I point out that these small particles that make up substances are called “molecules.” We can say that a brick consists of brick molecules, water - from water molecules, paper - from paper molecules...

You will learn about molecules in detail when you study at school. In the meantime, while you are little, instead of the word “molecules” we will say “little people”.

Now we will go with you to the country of little people who live in different towns.

Teacher: but what will we fly on?(children's options)

Educators: On a spaceship.

Teacher: Where is this ship? He's gone! What should I do?

A morphological table will help us in creating a spaceship (1 teacher creates a spaceship on an easel)

1 2 3 4

A - “Rocket Nose”

B – ship hull

IN – shape of portholes

G – number of wings 2, 3, 4, 6

Exercise: Build a spaceship using the combination of A2, B3, B4, D1. (teachers build rockets)

Teacher: Well, this is how we got our spaceship!

Now let's take off. But the captain is missing. It will be me.

We count 5, 4, 3, 2, 1. Start!

So you and I arrived in the city"Tough men"

Hard men want to play a game with you. Who are these tough little people??

A game "Name something hard"

(ball game)

Participants' task:name various solid objects. Whoever made a mistake or repeated it leaves the game. It’s just important to remember that what’s solid is what’s not liquid.

Now let’s close our eyes and imagine that in the laboratory there are little people who really like to conduct experiments.

“There is an iron wire and a metal bar on the table.”

Teacher: Tell me, what are they made of?

Educators: Made of iron.

Teacher: What are they like?

Educators: on a thick thread. On bricks.

Teacher: What can be made from wire and an iron bar?

Educators: A basket. Icon. A typewriter. Pinwheel.

Teacher: What does it take to make a wire basket?

Educators: Bend. Cut. It's hard to do. You have to bend it with your hands.

Teacher: Yes. We need to make an effort. Do you know why?

Little men live in the iron, they are very strong, they hold hands. Can you break the wire? Give it a try. Nothing works out because these little people hold on very tightly. You need a tool to disengage them.

Teacher: You may ask why wire can be bent, but iron can only be cut with an ax?

Because the wire is thin, it is easier to force the little men to change their position. There are more people in the block, and therefore you cannot bend it with your hands. Like with a broom, look: here is one twig - I can bend it, but I can’t bend the broom, because... there are a lot of twigs.

Teacher: Well, we've been to the city of tough people, now let's move on.Here we are in the city"Liquid Men"

Let's, dear friends, get to know the liquid people better. Who are they??

In this city, people behave differently in different times of the year. .In winter they turn into ice “the little men hold hands tightly. When spring comes, it gets warm, they give up, stop holding on, and turn into liquid. These are “liquid people” that can easily move.

Teacher: Let's warm up a little and play.

Game "Freeze"

Rules: children move freely around the group. When the teacher gives a signal (with a tambourine or bell), they turn into “icy” ones, i.e. should freeze - “freeze”, repeated signal - “melt”.

Teacher: Let's head to the city now"Gaseous Men"

Gaseous men can be felt if you blow on your palm. These “little men” are very mobile, they can run in the air in different directions, wherever they want. The air consists of “gas men”...

Some "gas men" can be seen when water boils, it turns into steam, which is clearly visible.

Teacher: Residents of that city love to move, let's play with you too.

Outdoor game "Little Men"»

Children's teachers act as little people and show in which substance which little people live. The teacher says:

stone - children hold hands,

juice - children stand next to each other, touching elbows,

air - children run away from each other, swinging their arms and legs, etc.

Teacher: Working with Little Men cards

The teacher prepares a set of cards where little people are symbolically depicted:

The teacher invites you to look at the models and asks you to answer what it could be.

Tell me, what can be changed in the second scheme so that it is not a bottle of milk, but a bottle of lemonade? (add “gaseous men”)

Gaseous people love to fantasize and turn into different objects. They invite you to play and find out what objects they have turned into. Do you agree?

Game "Find out the substance"

Well done! You did an excellent job with all the tasks, our journey has come to an end and it’s time to return home.

Let's start counting: 5, 4, 3, 2, 1.

Here we are at home. So we visited the cities big country TRIZ: a city of solid, liquid and gaseous people.

Everyone was tired from the road and probably hungry. I suggest we all cook compote together, of course, using the “Modeling with Little People” method.

Let's play a game with you"Fruits",

I invite 3 assistants to join me.

I'll turn you into fruit now:

Clap your hands 3 times and turn into a miracle fruit. (Children turn into fruits).

We name who turned into what fruit. Children call.

What can you make from fruits? (juice, jam, salad)

Children, you said that you can make jam, juice, and salad from fruits. Do you know how to cook delicious compote. What types of compotes are there? (cranberry, apple, lingonberry). Let us not only tell you how to cook compote, but also show us. And our little people will help us with this.

Clap your hands 3 times and turn into little people.

First you need to take a pan.

Who wants to show what kind of pan this is, I need helpers again. Children, what kind of people are you?

We are tough people(stand in a circle and hold hands tightly)

How do tough people behave?

They hold hands tightly.

Now you need to put fresh fruit in the pan. What are they? (they are hard too)

What's missing? That's right, water.

Now let's fill the fruit with water. What kind of people are these?(liquid). How do they behave?(lightly touch each other, for example with elbows)I invite 2 people.

Place the pan on the stove. The water is boiling. How do boiling water men behave?

They are seething, moving, move, boil.(walk side by side, touching...)

Compote always smells delicious, I keep wondering why?

These are gaseous people jumping out of it.

Who wants to be a ferry, come out, I need helpers.

Now the compote is ready. What a tasty, sweet, aromatic, healthy compote we made.

And now you are turning into children again. Thank you, sit down.

Evaluation of the master class work

I propose to evaluate my master class.

• I liked the master class. I will use games when working with children. (Show green smiley face)
• It wasn't bad. But I don’t know whether I will use games in my work, let me show you a yellow emoticon.
• Understood nothing. It was not interesting, let him show a red smiley face.

Dear colleagues, you were grateful listeners and did an excellent job with the proposed games and game exercises. Use various TRIZ techniques in your work, and in front of you in to the fullest an inexhaustible source of children's imagination will be revealed.

Let's imagine that all objects, substances, everything living and inanimate around us consists of little, little people. People behave differently. People of solid bodies (stone, wood) hold hands tightly. Their hands are strong - they cannot unclench or bend. That's why solid does not change shape. The liquid people do not hold hands: they stand tightly next to each other, shifting from foot to foot. This is why the liquid does not hold its shape. But if you fill a glass with “liquid” little people, then you can’t add new residents to it: after all, the little people are standing close to each other, there is no free space between them. People of gaseous substances cannot stand still and run around all the time. With the help of these little people, the objects and processes around us are modeled. inventive junior schoolboy

This method works very well in lessons about learning about the world. During the lesson “Water is the cradle of life,” the students themselves demonstrated the three physical states of water.

Circles of Llull

The manual consists of several circles, which are divided into sectors and different in size. These rings are superimposed on each other using a connecting rod; usually this is a connection of two or three circles of different diameters. An arrow is attached to them. A picture is attached to each sector. The essence of the method is that mental operations are carried out using these pictures.

For example, at the stage of generalization on the topic “Spring - the morning of the New Year”, the following option is possible. A picture indicating the color is attached to the top circle, the name of the months is attached to the middle circle, and spring symbols characteristic of each month are attached to the bottom circle. The students' task is to correctly combine the name - color - symbol in one sector. (March - yellow - sun, April - blue - streams, May - green - grass...)

Creativity as an exact science [Theory of solving inventive problems] Altshuller Genrikh Saulovich

SIMULATION USING “LITTLE PEOPLE”

With each new modification, the determinism of ARIZ steps increases. Information support is also being strengthened. Nevertheless, ARIZ does not eliminate the need to think; it only controls the thinking process, protecting against mistakes and forcing one to perform unusual (“talented”) mental operations.

There are very detailed instructions on how to fly airplanes and no less detailed instructions on surgical operations. You can learn these instructions, but this is not enough to become a pilot or a surgeon. In addition to knowing the instructions, you need practice, you need skills developed in practice. Therefore, in public schools of inventive creativity, approximately 100 courses are planned on the basis of ARIZ. hours of classroom instruction and 200 hours of homework.

At first, very serious mistakes are not uncommon, due to the most basic inability to think in an organized manner. For example, how do you solve problem 31? Four out of five people at the beginning of training indicate the aggressive liquid and the walls of the chamber as a conflicting pair. Products (alloy cubes), for the processing of which there is a technical system “vessel - liquid - cubes”, do not fall into the conflicting pair and, therefore, into the problem model. As a result, the modest task of processing cubes is replaced by the much more complex problem of preserving any aggressive liquid (and a hot one at that) in a vessel made of ordinary metal. Such a task, of course, is worthy of all attention; it is not a pity to spend years on it. Solving such problems usually requires changing the entire supersystem that includes the system in question. Detailing, testing and introducing new ideas require a huge amount of work in these cases. Before devoting years (and maybe even your whole life) to this, it is advisable to spend five minutes solving a simpler, but also necessary problem: what to do with the cubes?..

If “cube-liquid” is taken as a conflicting pair, the camera does not fit into the problem model. At first glance, this makes the conditions more difficult: since it’s not the walls of the chamber, they can be anything (they may even not exist at all!); we will have to look for a solution in which the storage of an aggressive liquid does not depend on the walls of the vessel at all... As usual, imaginary weighting actually means simplifying the problem. In fact, what is the conflict now that the “cube-liquid” pair remains, and the “camera” is “out of play”? In the aggressive action of the liquid? But in this pair, the liquid must be aggressive - this is its useful (and only useful!) quality... The conflict now is that the liquid will not stick (without a chamber) to the cube. It will simply spill, pour out, flow away. How to make sure that the liquid does not spill, but stays securely near the cube? Pour it inside the cube - the only answer and quite obvious. The gravitational field acts on the liquid, but this action is not transmitted to the cube and therefore the liquid and the cube do not interact (mechanically). The simplest task for constructing a su-field: let the gravitational field act on the fluid, and it will transfer this action to the cube. Replacing cubes with “glasses” (hollow cubes) is the first idea that comes to mind if the model of the problem uses a cube and a liquid, rather than a liquid and a chamber. There is a wall (the wall of the cube) and there is no wall (the walls of the chamber) - an excellent solution to the physical contradiction. Such a solution obviously does not need to be checked - it is absolutely clear and reliable, there is no need here design development, there is no problem of implementation. And to get this solution, you just need to follow the direct and simple instructions of ARIZ: in a conflicting pair there must be a product and a system element directly acting on it. Or (as in the lightning rod problem) we can consider the conflict between two pairs: “cube-liquid” and “liquid-chamber”. IFR: the missing liquid itself does not act on the chamber, retaining the ability to act on the sample. Here the path to the solution is even shorter, because from the very beginning it is assumed that there is no liquid. A clear contradiction immediately arises: there is liquid (for the cube) and there is no liquid (for the camera). According to the conditions of the problem, it is impossible to separate conflicting properties in time (the liquid must continuously act on the sample); one possibility remains: to separate conflicting properties in space - there is liquid where the cube is, and there is no liquid where the chamber is.

The text of ARIZ-77 includes nine simple rules, but learning to follow these rules, alas, is not so easy. At first, the rules are not noticed, they are “missed”, then they begin to be applied incorrectly and only gradually, somewhere in the second hundred tasks, the ability to confidently work with ARIZ is developed. Any learning is difficult, but learning to organize your thinking when solving creative problems is doubly difficult. If you are given a task to calculate the volume of a cone, a person may write down the formula incorrectly, multiply the numbers incorrectly, but will never say, without even looking at the numbers: “Volume of the cone? What if it is 5 cm3 or 3 m3? What color is the cone? Or maybe it’s not the cone at all? Let’s better calculate the weight of some hemisphere...” When solving inventive problems, such “pirouettes” are called “searching for a solution” and do not confuse anyone...

There are many subtle decision mechanisms that today cannot yet be formulated in the form of simple rules. They are not yet included in the ARIZ text, but they can be “built in” at the discretion of the teacher, when students get used to conducting analysis without cutting it off somewhere in the middle with the eternal: “What if we do it like this?..”

As we have already said, Gordon, when creating synectics, supplemented brainstorming with four types of analogies, including empathy - a personal analogy. The essence of this technique is that the person problem solver, “enters” the image of the object being improved and tries to carry out the action required by the task. If it is possible to find some approach, some new idea, the solution is “translated” to technical language. “The essence of empathy,” says J. Dixon, “is to “become” the detail and see from its position and from its point of view what can be done.” J. Dixon further points out that this method is very useful for obtaining new ideas.

The practice of using empathy in solving educational and production tasks shows that empathy is indeed sometimes useful. But sometimes it can be very harmful. Why?

Identifying himself with a particular machine (or part of it) and considering its possible changes, the inventor involuntarily selects those that are acceptable to humans and discards those that are unacceptable to the human body, for example, cutting, crushing, dissolving in acid, etc.

The indivisibility of the human body prevents the successful use of empathy in solving many problems, such as, for example, problems 23-25.

The shortcomings of empathy are eliminated in modeling using little people (LM), a method used in ARIZ. Its essence is to present an object in the form of a multitude (“crowd”) of little people. This model retains the advantages of empathy (visibility, simplicity) and does not have its inherent disadvantages.

There are cases in the history of science when something similar to MMP was spontaneously used. Two such cases are particularly interesting. The first is the discovery of Kekule structural formula benzene

“One evening while in London,” says Kekule, “I was sitting in an omnibus and thinking about how the benzene molecule C6 H6 could be depicted in the form of a structural formula corresponding to the properties of benzene. At that time, I saw a cage with monkeys that were catching each other, then grabbing each other, then uncoupling again, and grabbed each other in this way once. that they made a ring. Each one held onto the cage with one hind hand, and the next held onto the other hind hand with both front ones, while their tails waved merrily in the air. Thus, the five monkeys grabbed each other and formed a circle, and a thought immediately flashed in my head: here is an image of benzene. This is how the above formula arose; it explains to us the strength of the benzene ring” (quoted from).

The second case is even more famous. This is Maxwell's thought experiment during his development of the dynamic theory of gases. In this thought experiment there were two containers of gases at the same temperature. Maxwell was interested in the question of how to make fast molecules in one vessel and slow ones in another. Because the temperature of the gases is the same. the molecules themselves will not separate: in each vessel at any given time there will be a certain number of fast and slow molecules. Maxwell mentally connected the vessels with a tube to a door that was opened and closed by “demons” - fantastic creatures of approximately molecular size. The demons passed fast particles from one vessel to another and closed the door on small particles.

These two cases are interesting, first of all, because they explain why it was little people who were taken into the MMC, and not, for example, balls or microbes. For modeling, small particles need to be seen, understood, and able to act. These requirements are most naturally associated with a person: he has eyes, a brain, hands. By using MMC, the inventor uses empathy at the micro level. Saved strong point empathy and there are no inherent disadvantages to it.

The episodes with Kekule and Maxwell have been described by many authors. But no one connected them together and thought about the question: here are two cases in different branches of science, why not turn these cases into a method used consciously? The Kekule story was usually cited to talk about the role of chance in science and invention. And from Maxwell’s experience they made the already obvious conclusion that a scientist needs imagination...

The technique of using the MMC method comes down to the following operations:

At step 3.3, you need to select a part of the object that cannot fulfill the requirements specified in step 3.2, and represent this part in the form of little people;

It is necessary to divide the little men into groups that act (move) according to the conditions of the task;

The resulting model must be examined and rebuilt so that conflicting actions are performed.

For example, in problem 24, the drawing for step 3.3 usually looks like shown in Fig. 1, A: the outer layer of the circle is selected, which in structure is no different from the central part of the circle. In Fig. 1, b The same drawing is shown, but made using MMC. Little men in contact with the surface being treated remove metal particles, and other men hold the “workers”, preventing them from flying out of the circle, falling, or being thrown away. The depth of the depression changes - the little men rearrange themselves accordingly. Looking at the left figure, it is not so easy to come to the conclusion that it is necessary to crush the outer part into “grains”, making these grains mobile and at the same time “clinging” to the circle. The right picture leads to this idea.

Once, at a seminar on TRIZ, students were asked the problem of increasing the speed of an icebreaker: it is impossible to increase the speed by increasing engine power; modern icebreakers are so “filled” with engines that they carry almost no payload ( detailed conditions problems and solution recording according to ARIZ, see).

First, the problem was solved using empathy. One of the listeners, getting used to the “image of an icebreaker,” walked around the room with concentration, and then approached the table. “This is ice,” said the listener. - And I am an icebreaker. I want to go through the ice, but the ice won’t let me through...” He put pressure on the “ice”, jumped on it with a running start, at times the legs of the “icebreaker” tried to pass under the table, but the body interfered with this, sometimes the body tried to pass over the table, but the legs interfered... Having identified himself with the icebreaker, the listener was transferred to the icebreaker indivisibility inherent in the human body, and thereby complicated the task, empathy in in this case only made the decision more difficult.

In the next lesson, the same student solved the problem using the MMC method. He walked up to the table, thought for a few seconds, then said with some confusion: “I don’t understand what the task is... If I consist of a crowd of little people, the upper half of the crowd will pass over the table, the lower half will pass under the table... Apparently , the task now is how to connect the two parts of the icebreaker - the surface and the one under the ice. The idea is to introduce some kind of stands, narrow, sharp, they will easily pass through the ice, there will be no need to break a huge mass of ice...”

The MMC method has not yet been fully explored; there is a lot of mystery in it. For example, in problems of measuring length, it is better to represent the selected part of an element, not as a continuous line of men, but as a line “through one”. It’s even better if the men are arranged in the form of a triangle. And even better - an irregular triangle (with unequal or curved sides). Why? For now, we can only speculate. But the rule applies...

Let's remember task 7. You need to measure the depth of the river from an airplane. According to the conditions of the mission, it is impossible to use a helicopter, disembarking people is unacceptable, and it is also impossible to use any properties of radio waves, because there is no way to order special equipment. In addition, depth measurements should be carried out essentially free of charge (only the costs of paying for a flight along the river are acceptable).

We use the MMC method. The yet unknown “measurement”, which will have to be used by throwing or directing from an airplane, should have the shape of an irregular triangle. There are only two conceivable options for the arrangement of the little people (Fig. 2) forming this “measuring machine”.

The upper men should be lighter than water, the lower ones heavier. Let's assume that these are pieces of wood and stones united by a fishing line (Fig. 3); It is not difficult to implement such a triangle. Pieces of wood A And B connected to stone IN fishing lines, and the lengths of both fishing lines obviously exceed the depth of the river (this can be checked by a test discharge). The deeper the river, the shorter the distance AB(the pieces of wood are not connected to each other). A meter rod must be attached to one of the floats (for “scale”), and this “equipment” can be dropped and then photographed from above. Knowing AB And BV and measured in the picture AB, easy to calculate VG. The solution is surprisingly simple and beautiful (assignment no. 180815). It is very difficult to come to it without a hint (“Drop three men, order them to arrange themselves in the form of an irregular triangle...”), the reader can verify this by suggesting the problem to his colleagues ...

Let's now consider problem 8, it deals with measuring the radius of the grinding wheel, so little people should help here too.

The grinding wheel processes the part - with grinding, therefore, everything is in order (unlike task 24), the suction field is already there. But the circle works inside a cylinder, and it is necessary to determine the change in the radius of the circle without removing the tool from the depths of the part. Class problem 14. Solution (according to the table of typical models): to B2 it is necessary to attach a B3 that changes the field P depending on the state of B3 and, therefore, B2. If you apply an electrically conductive strip to the end of the circle and pass current, then by the change in resistance you can judge the change in the radius of the circle (Fig. 4).

Unfortunately, such a scheme does not ensure measurement accuracy. Resistance depends not only on the length of the strip, but also on the force of pressing the wheel against the surface being processed, on the state of the chain-shaft contact, and on the temperature of the wheel...

Let's try to arrange the little people in a chain “every other” (Fig. 5).

Now the measurement of the radius of a circle can be judged by the number of current pulses, and the magnitude of the pulses themselves does not matter. The solution is much more effective than the previous one. True, it is not so easy to supply current to each person.

Let's move on to the "triangle". The correct "triangle" does not give anything. But the wrong one is another solution (Fig. 6), and now without flaws: with a change in the radius, the duty cycle (the ratio of the signal to the pause) of the passing pulses changes, this allows you to simply and reliably measure the radius of the circle.

There are other, not entirely clear, tricks in the MMC method. The time will come, we will understand the laws at work here, and the method will be included in ARIZ in the form of mandatory steps. This happened, for example, with the RVS operator, who at first also seemed strange and exotic.

RVS is dimensions, time, cost. Any technical system given in the conditions of a problem has an image that is familiar to us. You can, for example, remove the word “icebreaker” from the text of the problem, but

Fig.4., Fig.5. Fig.6

What will remain is the image of an icebreaker: something “ship-shaped”, approximately the size of an icebreaker, operating at approximately the same pace and costing approximately the same. The term no longer exists, but the image of the original system has been preserved and carries a strong charge of psychological inertia. The goal of the RVS operator is to overcome this inertia, to break the obsessive old image technical system. The RVS operator includes six thought experiments that rearrange the conditions of the problem (step 1.9 in the ARIZ-77 text). Experiments can be carried out at different levels - much depends on the strength of the imagination, the nature of the task and other circumstances. However, even the formal implementation of these operations sharply disrupts the psychological inertia associated with the habitual image of the system.