|TRIZ Case Study (Paper and Lecture Slides):|
|Using TRIZ in Project-Based-Learning Assisted by CAE and Manufacturing Experiences|
|Masao Ishihama (Kanagawa Institute of Technology)|
|Presented at The Second TRIZ Symposium in Japan
Held by the Collaborative Board of TRIZ Promoters and Users in Japan
August 31 - September 2, 2006
|[Posted on Nov. 29, 2006] Posted with the permission by the Author. Copyrights reserved.|
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Editor's Note (Toru Nakagawa, Nov. 16, 2006)
The paper and slides posted here were originally presented at the Second TRIZ Symposium in Japan held by the Japan TRIZ CB and were evaluated highly as an impressive case study in a university to use TRIZ in the problem-based learning program. This is the second among the several papers which I have selected from all the papers presented in the last TRIZ Symposium to post in this "TRIZ Home Page in Japan". They were selected by myself as the Editor and were made available in this Web site according to the wishes and permissions by the Authors as the copyrights holders.
Official documents and reports of The Second TRIZ Symposium in Japan were already posted in the official page of the Japan TRIZ CB. And Nakagawa has also posted his 'Personal Report' of the Symposium introducing all the presentations together with the reviews from his own views. From the 'Personal Reort', the part reviewing this Ishihama's presentation is cited below.
Full paper in English was published in the Proceedings and posted here in the PDF format . At the presentation in the Symposium, slides in English were projected side by side with those in Japanese (the Author gave the talk in Japanese). The slides are posted here in the PDF format both in Englsh and in Japanese in the pages of their languge.
We wish to express our sincere thanks to the Author who has achieved this excellent case study, has publicized it in the Symposium, and has agreed to post it in this Web site.
Introduction & Review of this Presentation (Toru Nakagawa (OGU), Nov. 4, 2006)
Exerpt from Nakagawa's 'Personal Report of The Second TRIZ Symosium in Japan' (posted on Nov. 8, 2006)
Masao Ishihama (Kanagawa Institute of Technology)  gave an oral pesentation on the first day with the title of "Using TRIZ in Project-Based Learning Assisted by CAE and Manufacturing Experiences". Professor Ishihama, Department of Automobile Systems Developing Engineering, was an engineer working for Nissan Motor Co. Kanagawa Inst. of Tech. has drastically shifted its teaching methods to Project-Based Learning (PBL), he says. The present paper reports their trials to teach students how to invent and also their efforts for enriching the contents of PBL curriculum with TRIZ. The Author presented two case studies by students in detail, but only the first one is summarized here:
Kanagawa IT has been taking part in the world 'Formula SAE' competitions, which are held by Society of Automotive Engineers (SAE) annually in Michigan State, USA, for the aim at encouraging experience-based technology education. The following picture shows the Formula SAE racing car which their students team designed and developed under the regulation of the competition.
Kanagawa Inst. Tech. has established a special class for the Formula SAE projects, involving the students from 1st to 4th year together and containing lecture series, design reviews, designing and manufacturing practices, and traveling for the competition, etc. They have built a small model course in the campus, have tested their cars with the engines desinged for themselves. One of the main issue of the engine performance was the design of the air intake. The figure left-below is a conventional design of the intake. The design has contradictory requirements:
a) The intake tube must be long and straight.
b) The collector must have enough volume.
c) The collector must give each cylinder equal air flow with minimum turbulence.
d) Each component must be made with simple tools.
e) Overall intake system must lie in a small space.
Students used the TRIZ Contradiction Matrix for solving these contradictions and found Inventive Principles of Nesting, Spheroidality, Another dimension, etc. as the hints. The new design invented by one of the students is demonstrated in the right above. The student evaluated the performance of the intake system with 3D simulation. This student already had the experiences of machining and weldering in the project classes, and hence could readily see the feasibility of the invention, the author says. The following is the Conclusion of the paper:
Through the two case studies, important lessons in teaching students invention were acquired. Students' skill of using computer aided engineering (CAE) software and their manufacturing experience has an important role in learning invention. It was also found that project based learning is a good environment to teach TRIZ.
-- This presentation was amazing. Students have learned a lot in the PBL through their own experiences. The Author says that the stress in teaching is placed on the PBL at momemt and that teaching TRIZ is still in the preliminary stage.
Presentation Slide (PDF, 46 slides, 4 slides/page, 982 KB) Click Here.
Full Paper (PDF, 7 pages, 345 KB) Click Here.
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Last updated on Nov. 29, 2006. Access point: Editor: email@example.com