Creat ive Educati on
2012. Vol.3, Supplement, 130-135
Published Online December 2012 in SciRes (http://www.SciRP.org/journal/ ce) DOI:10.4236/ce.2012.38b027
130
Division Technique Training Tool for Problem Solving
Methods of IPR
Gil Su Yoon1, You Heon Kim2, Sung Ju Lim1
1Pukyong National University, Interdisc iplinary Program of Intellectual Property,
Graduate School, Pukyong National University, Busan, Korea
2Korea Invention & Promotion Association, Invention and Promotion Association, Korea
Received 20 1 2
We have de velop ed a t rai ning t ool of di visi on t echni q ue a mong 5 tec hni ques i n ASIT f or p r oblem sol vin g
method for Intellectual Property Right. Even though with its good capability, there were no applicable
training tool to use for division traini ng because of it s easy disa ssembled shape with small disturbance. To
develop a divis i on tec hni que tr a ini ng tool, we ha ve ap pli ed ASIT t o gam e T. We ha ve chosen game shap e
parts with magnetic rubber and board as the plate coated with zinc. The adhesive strength of the game
shape parts to board is enough to ke ep fixed posit ion even in turn down. D eveloped tool is expected to use
for the e-learning of problem solving training for student education and lifelong education. It is under
Korean utility model application. E-learning w ith op en resour ces incl uding b enefi cial tra ining f or sol ving
problem will develop together in foundation of life-long education. This division training device is pro-
posed to younger generation as the educational auxiliary training tool for problem solving method. We
have ap pli ed for Kor ean p atent of t he lif ting met hod of methan hydr ate whic h ca n be ext ended t o var ious
fields of IPR.
Key words: Divis ion Technique; ASIT; Tr aining Tool; Pr oblem Solving Method; Intellectual Property
Right
Problem Solving Methods
We are making d ecisions ever y day from a mere tri fle to im-
portant things. Making correct decision is quite important. Our
future is full of vagueness which we don’t know about. It is
news to us at all. So we should not afraid of our failures. There
is a proverb that “Failure is but the threshold of success.” We
should not afraid of failure in our youth days. We can expe-
rience indirectly by reading books and OCW resources et al.
There are many techniques for solving problems. Especially 3
types of thinking method, Brainstorming, TRIZ and ASIT will
be overviewed among them.
Brains torming
Brainstorming is a usual group meeting technique designed
to generate a large number of ideas for the solution to a prob-
lem. Osborn proposed that groups could double their creative
output by using the method of brainstorming. Although brains-
torming has become a popular group technique, researchers
have generally failed to find evidence of its effectiveness for
enhan cing either quantity or qu ality of ideas generat ed (Brains-
torming 2010). Well known international consultant company
IDEO uses brainstorming method very well for developing new
products (Ideo 2010). Thinkmap is a kind of program for
brainstorming. When we concentrate on a specific topics, we
are apt to efflu ent many things unrelated to the topic. It is not to
be blamed and it is only natural for human who uses right and
left cerebral simultaneously.
TRIZ
TRIZ is a r o man iz ed acr onym for Ru ssian “Teoriya Resh eni ya
Izobretatelskikh Zadatch” meaning “The theory of solving in-
ventor’s problems” or “The theory of inventor’s problem solv-
ing”. It was developed by a Soviet engineer and researcher
Genrich Altshuller and his colleagues starting in 1946. TRIZ, in
contrast to techniques such as brainstorming which is based on
rando m idea generat ion, aims to create an algori thmic app roach
to the invention of new systems, and problem solving as Figure
1 (TRIZ 2010).
Even though and LG and Samsung and many companies have
developed new products with the application of TRIZ there are
many tools such as contradiction matrix, Su-Field analysis,
ARIZ (Algorithm for TRIZ), it needs much training and expe-
riences t o apply TRIZ to solve real problems.
ASIT
ASIT (Advanced Systematic Inventive Thinking), is a mod-
ified version of TRIZ by Israel prof. Roni Horowitz. He mod-
ified the complication of TRIZ into 5 simple methods such as
Figure 1.
Stru ctural diagram of TRIZ (from Wikipedia).

G. S. YOON ET AL.
131
unification, multiplication, division, breaking symmetry and re-
moval. Compared with other methods, ASIT is simple and easy
to apply to solve real problems. TRIZ is more applicable to
much complicated engineering problems, but ASIT is easier
simple problem solver. Generally speaking compared with other
methods, ASIT is a simple and easy to apply to solve real
problems. To develop the ability of solving problems it is rec-
ommended to train division technique with appropriate training
tools (Yoon, Kodama & Park, 2008, Yoon, 2009).
Problem Solving Proces s in ASIT
ASIT uses 3 stages for 1) finding out problem objects and
environmental objects 2) describing undesired effect and use
for 5 t e c hnique templates 3) E la borat ing t he s olut ion a s Figure 2.
In ASIT it is important to find out problem objects and select
proper one of 5 provoking techniques, which are unification,
multiplication, division, breaking symmetry and removal. Each
technique uses template to help to find agent for desired action
mechanically. Functional fixedness interrupt us from creative
thinking, so in problem solving process in ASIT, 3 stages with
templates are used for mechanical process that we are easy to
neglect in normal way of thinking. As in Figure 2 we find
problem objects and environmental objects at the 1st stage. At
2nd stage we write down undesired effects. And write the de-
sirable sentence from undesirable sentence. It is not easy to
select a proper technique to solve problem. After selecting a
proper technique we substitute automatically objects to that
template. At 3rd stage we are elaborating the solution. There
are 5 technique templates in Table 1 (Horowitz 2005).
Division Technique
Division technique is frequently used for ASIT solving
problem among 5 techniques. The template of division tech-
nique is that the object < > will be divided its part and will be
reorgani zed in space and time. Let’s play with the match game
at first. A cow is chased from a lion. The lion can’t catch the
cow when cow see the lion. Moving with only 2 matches, how
you save cow from lion’s attack?
When asked with this problem, they seems to solve this prob-
lem like followings.
But this is not the same cow because of the tail position is
changed to upward not in the middle of original position. So it
is not correct answer. What is correct answer? We divide the
head from the whole cow and turn to lion then the lion can’t
catch the cow. It is an example to be applied with a division
technique. Cow’s head part is divided from the cow’s whole
body and reorganized its shape in space. It is not included in
time in this match game. The scope of division technique for
problem solving is covered very much.
Figure 2.
ASIT 3 stages for solvin g process.
Table 1.
Five technique templates
technique template
Unification
The object < > will be the agent of t he action < >.
Multiplica-
tion
New object of the same type as < > will be the agent of
the action < >.
Division
The object < > will be divided its part and will be re or-
ganized in space and time.
Breaking
symm etry At different locations in < > there will be a different value of the property < >.
Removal
The object < > will be removed from the problem
world.
Figure 3.
A match game that a cow chased from a lion.
Figure 4.
Cow turns back to lion.
Figure 5.
Cow turns only its face to lion.

G. S. YOON ET AL.
132
Another fish saving game is rather related to the breaking
symmetry technique not only division technique (Horowitz,
2007).
Game T, Ass embly Game
Game T is an as sembl y game. Game T c an b e us ed as a prac-
ticing tool of division technique with 4 fixed shapes. Even
though we can not make use of arbitrary shapes in game T, it
can be used for us as a good training tool for division technique
to find out the prescribed shapes.
A house shape is composed with 4 fixed parts as Figure 6. It
seems that we cannot fully practice for training to find out
composed component parts, but it is easy that we can practice
to find out how to assemble predefin ed shape. So we can make
use of game T as a division training tool of ASIT. There are
more than 20 shapes assembled with only 4 fixed component
parts as seen in Figure 6 (Karin & Kanel, 2008) .
For example si tuated at th e right belo w inverse z shap e is as-
sembled with 4 component parts as in Figure 7.
Division Technique Training Method
There are long arrow shape and short plump arrow shape as
Figure 8 . It takes some time and it is no t easy to assembl e these
two arrows continuously. It takes some time to find the assem-
bled long shape and short plump arrow separately as in Figure
9. It is also not easy to assemble these two arrows continuously.
Figure 6.
Assembled shape with its 4 components.
Figure 7.
Assembled shape with its 4 components.
Figure 8.
Inverse z shape with its 4 components.
Figure 9.
Two arrow shapes.
Figure 1 0.
Assem bled s hape of long arrow and short plump one.
There are vase shape and inverse z shape as Figure 11 and
12. These shapes are seemed to indifferent to short plump ar-
row shape.
Figure 1 1.
Vase shap e.
Figure 1 2.
Inverse z shape.

G. S. YOON ET AL.
133
But if you divide the inverse z shape with a line as Figure 12,
you can get easily short plump arrow by up -side down left or
right part as in Figure 13.
How can you get the pentagon shape as in Figure 14? There
are various methods to make the pentagon shape as Figure 14.
But you can get pentagon shape of Figure 14 with moving only
one part from short plump arrow as in Figure 10.
Figure 1 3.
Divide rever se z shape wi th a line.
Figure 1 4.
Pentagon shape.
Application of ASIT to Game T
Electronic game installed in smart handheld phone is in-
creasing in th ese d a ys. Bu t many electric g a mes are bi ased with
violence and erotic games which are not good for children.
Conventional game such as game T needs consideration is ra-
ther better in the mental health for creative thinking than elec-
tronic games which stimulate one's nerves. Nevertheless game
T is easily scattered and it is greatly bothered to play with for
child ren. The game T is a good tool for training tool of division
technique to students. But it is inconvenient to practice game T
to play with parts on the desk. I have applied ASIT to game T
to solve this problem. In 1st stage, the problem object is game
parts. Undesired effect is game parts are easily scattered with
small di sturbance. In 2nd stage, desired effect is th e game parts
are fixed in their position. In 3rd stage, I select IFR instead of 5
techniques. IFR is to keep their position without any movement
for any arbitrary posture. If I use magnetic rubber game parts,
they can stick to their position. If I can try this game on the
vertical board, it will be easy to show that to the students. So I
applied IFR to the game T. IFR is to stick game shape parts to
the board automatically. If I can make use of magnetic force it
is possible for the shape parts to stick on the board. At 1st, I
find out magnetic rubber. It can stick magnetic rubber parts on
the magnetic ru bb er board, bu t it is easily rumpled as in Figure
16. But the magnetic rubber board is so weak that it is easily
corru gated.
So we have tried to find stronger materials. At the end we
find out a board as the plate coated with zinc. The adhesive
strength of the game shape parts to board is enough to keep
fixed position on board without scattering or falling down even
in turn down position as Figure 13. It is now under Korean
utility model. With this portable game we can practice division
techn ique of ASIT as much as we l ikes. This can b e used as the
portable training tool of division technique among 5 techniques
in ASIT for problem solving method. Developed tool is ex-
pected also to u se for the e-learning of problem solving method
or even to IPR (Intellectual Property Right) for the education of
younger generation and lifelong study.
Application ASIT to lifting method of
Methane hydrate
Conventional lifting method of methane hydrate was like
Figure 17. We have applied ASIT to the lifting method of
methane hydrate and we have registered Korean patent. At 1st
stage, we selected problem objects as rising pipe, methane
hydrate and mother ship. And we selected waves and water
dept h as environment al objects.
Figure 1 6.
Magne tic ru bber boa r d and part s

G. S. YOON ET AL.
134
Figure 1 7.
Conven tional li fting method of methane hydrate.
At 2nd stage, we describ ed undesirab le effects as gas leakage
of methane hydrate. From this we can describe desirable effect
as lifting with ice shape of methane hydrate. At 3rd stage we
selected removal technique. Refrained a little from IFR with
inter compressed container, we can remove rising pipe with
inter compressed container with ice shape. We have developed
a new lifting method of methane hydrate with inter compressed
cont ainer as Figure 18.
We filed as 1020080051292 and registered for Korean patent
as Figure 19.
We believe firmly that ASIT and its division technique
training tool are applicable to find creative solution for some
kind of solving problems. Why don’t try this easy training tool
to apply for your case?
Figure 1 8.
New lifting method of methane hydrate.
Figure 1 9.
Registered certifi cate of Korean patent.
Conclusion
This paper deals with the ASIT division technique for train-
ing of solving problems. Game T is a good training tool for
solving problems. But it is inconvenient to practice on the d esk.
So Applied with IFR, ASIT to the game T, we found out a so-
lution for board with zinc and magnetic rubber parts for divi-
sion technique in any convenient posture. Some cases are
shown for division technique training for children and students.
As better achievement one gets, game T will be more difficult
to find solution with black parts for tough training of division
technique. We also applied ASIT to methane hydrate and we
have registered Korean patent. We think it will be applicable
from various games for younger generation as the education
auxiliary tool such as ASIT division technique for problem
solving to develop one’s ability for Intellectual Property Right
(IPR) by way of e-learning and lifelong education. We believe
to add an interestin g application case of ballast free ship prob-
lem with this division technique training tool at the end of Oc-
tober, 2012. We would like to propose an international colla-
boration for various division technique training tool. We are
cordially appreciated any questions or comments and proposal
or suggestion for international cooperation.
Acknowledgement s
Following are results of a study on the “Leaders Industry
university Cooperation” Project, supported by the Ministry of
Edu cation, Science & Tech nology (MEST), Korea.
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135
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