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BOOKS AND ARTICLES
ORDER IN THE "BRAIN ATTIC"
Books and articles / And then came the inventor
Here the reader is indignant. It all started with criticism of the trial and error method: to solve a complex problem, you have to go through many options, you need to work for years, and there is no guarantee that a solution will be found. A theory has been created: laws, rules, formulas. I took the formula and, without tiring myself with reflections, solved the problem. Well!.. And suddenly it turns out: you need to know the laws of development of technical systems, numerous tricks, tricks like "there is a substance - and it seems to be gone", the rules of Su-Field analysis... Moreover, you also need to thoroughly know physics, the inventive possibilities of physical effects and events. Know math and chemistry. Surely it will turn out that one also needs to know biology: a great many interesting ideas have been "patented" in wildlife. Maybe it's easier to invent the old fashioned way? Yes, it's easier to invent the old fashioned way. Digging with a shovel is easier than driving an excavator. Walking is easier than driving. For the speed, power, efficiency of any action, one has to pay with knowledge. Invention is no exception. If you want to quickly solve difficult problems - learn theory, master "inventive physics" and everything else. However, there is one interesting point here. To solve inventive problems, it is not so much new knowledge that is important, but the good organization of the knowledge that a person already possesses. A modern student knows a lot, but this knowledge is poorly organized. The utilization rate of knowledge is very low - hardly more than one or two percent. I am talking about schoolchildren because it is during school years that we get used to memorizing a lot, learning without using it. Knowledge lies like things in a bad warehouse: in bulk, without active application. Remember the problem about weevils? After its publication in Pionerskaya Pravda, a lot of letters came, and more than half of them contained something like this: "You need to take a glass, put two hundred weevils in it, measure their temperature with an ordinary thermometer, and then divide by the number of weevils." This was written by students of the fifth - eighth grades! If they were asked: "The temperature of each finger is 36°. The fingers are clenched into a fist. What is the temperature of the fist?" - no one would say that the temperature of the fist is 180 °. Life experience would rebel against this. And when solving the problem of weevils, such a mistake is easily made: knowledge about heat and temperature is not mastered, it lies like a dead weight in the storerooms of memory.
According to Conan Doyle, one of the first to face this problem was Sherlock Holmes. Before Holmes, forensic problems were solved by trial and error. Holmes introduced the solution system and, naturally, was faced with the need to have a large stock of active knowledge. Holmes puts it this way: “You see,” he said, “it seems to me that the human brain is like a small empty attic that you can furnish as you like. or, at best, you can't get to the bottom of all this rubble. But a smart person carefully selects what he puts in the brain attic. He will take only the tools that he will need for work, but there will be many of them, and he will put everything into exemplary order." How to revive knowledge? The selection of knowledge for you is carried out by the school program. And it does it well: theoretically, every page of your textbooks in physics, chemistry, mathematics, biology can be a powerful tool in solving creative problems. The problem is to revive this knowledge, to understand, to feel their creative possibilities. Having solved an inventive problem with the help of some physical phenomenon, you seem to get acquainted with this phenomenon anew, discovering something new, unexpected, interesting in it. This also applies to knowledge that goes beyond the school curriculum. They can also be used as creative tools, but these "outside" knowledge are dumped in the "brain attic" without any order at all. Now we will analyze a very interesting problem. To solve it, knowledge at the kindergarten level would be enough, if knowledge were well organized. Problem 34. WHERE THE WIND BLOWS Large cowsheds were built on one state farm. The air in them must be clean, so the director of the state farm invited scientists to consult whether the ventilation in the cowsheds is good. - We'll have to investigate the movement of air in the cowsheds, - said one scientist. - We will measure the speed of air flows. The rooms are huge, the ceilings are high. The movement of air depends on the temperature of the walls, roof. It will take a lot of measurements. Work for two months. And then an inventor appeared. “While you were conferring, I received data on the first barn,” he said. - For every point, even under the ceiling. It's so simple... How did the inventor get this data? Let's not look for a solution at random. Let's start, as usual, with the IFR. The ideal solution: according to our desire, arrows appear anywhere in the barn, indicating the direction and speed of the air flow. How to achieve this? Suppose we took a candle and monitor the deflection of its flame. If it were required to measure the speed of air movement in one, ten or even a hundred places, this method would come off. But the RBI says: Anywhere! It turns out that the candle is too inefficient tool. The flame is "tied" to a candle, it is impossible to fill the whole room with fire... Maybe fill the cowshed with smoke? It’s also bad: there will be smoke at all points, but it is opaque, and we won’t see anything and we won’t measure anything. To achieve an IFR, you need something that has a combination of contradictory properties: it must be everywhere, at all points, and it must not be anywhere, so that the air remains transparent and everything can be seen. A familiar situation: something must be added to the air and nothing can be added. Flame and smoke do not fit precisely because they only fit the first half of the requirement. We will proceed as in the previous tasks. Let's introduce "pieces" of air into the air, but only changed, visible, colored. How to color a "piece" of air? There are only two ways. You can color the entire "piece" or just the surface of the "piece". Air surrounded by a thin shell ... You probably already guessed that we are talking about a soap bubble. Many small soap bubbles (easy to get) will make visible the air flow in the barn. Where the air speed is greater, longer lines will appear in the photograph. Information about soap bubbles, about their properties, about the ease of obtaining them, must have been in your "brain attic". But they lay there dead weight. Now you know that soap bubbles (and the yen, which is a system of soap - and not necessarily soap - bubbles) combine contradictory properties well: there is substance and there is no substance. So, the use of soap bubbles and foam is a strong technique. The task made it possible to feel the wit and charm of this technique. Dust has been removed from the instrument, it is laid next to others in exemplary order ...
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