Professional Documents
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Scenario: You have been hired as an ELECTRICAL ENGINEER by PROVINCIAL ELECTRICITY AUTHORITY in
Chiang Mai. They want you to research, design, build, and test sustainable energy methods and create a prototype
that could be used in the area.
SOI:
Task Description
GOAL To create a model prototype of a sustainable energy generator which is easy to understand and potentially useful.
SITUATION You are in the first few weeks of a new job as an ELECTRICAL ENGINEER.
STANDARDS You will be assessed against MYP Design Criteria A - D. Science Criteria B and C . And Interdisciplinary Criteria A - D
RESEARCH AND ANALYSIS 1: EXPLAIN AND JUSTIFY THE NEED
Level 1-2 Level 3-4 Level 5-6 Level 7-8
i. States the need for a i. Outlines the need for a i. Explains the need for a i. Explains and justifies the
solution to a problem. solution to a problem. solution to a problem. need for a solution to a
problem.
Task Clarification:
PROBLEM: What is the problem The problem that We are solving is that what can make a better sustainable energy and electricity,
P you are going to solve? There are 3 machine is that solar, windmill, hydroelectric to make energy and power.
EXPLANATION OF
E IMPORTANCE: Why is this
problem an important one to solve?
i. States some points of i. States and prioritizes the i. States and prioritizes the
research needed to main points of research main points of research
ith
develop a solution, w needed to develop a needed to develop a solution
some guidance. solution to the problem, to the problem, with minimal
with some guidance. guidance.
Task Clarification:
i. States the main features of i. Outlines the main i. Describes the main features
an existing product that features of an existing of an existing product that
inspires a solution to the product that inspires a inspires a solution to the
problem. solution to the problem. problem.
Task Clarification:
AESTHETICS: CUSTOMER:
what does the product look like? who is designed for?
It look like a big fan The big compunnie
COST: ENVIRONMENT:
What is the cost of building the product ? What are the environmental impact
2.2 million dollar It need big space for putting and they need to cut the trees
SAFETY: SIZE:
Are there any risk of using the product What is the size
Yes it is harmful for the people that's near to it 130 to 300 ft)
FUNCTION: MATERIALS:
what does it do does it allomorphism it’s intended purpose? What is it made of ?
84% iron materials and steel, 7% glass composites and carbon, 5%
polymers, 1% aluminum and aluminum alloys, 1% copper and copper
alloys, less than 1% processed polymers, less than 1% electronics,
and less than 1% fuel and other fluids
AESTHETICS: CUSTOMER:
what does the product look like? who is designed for?
It look like a wall in the water and a fiter Huge country of the electricity power
COST: ENVIRONMENT:
What is the cost of building the product ? What are the environmental impact
20 billion dollar It take to much multirio and place to build
SAFETY: SIZE:
Are there any risk of using the product What is the size
Is bad for the fish and water critter 1500 m2.
FUNCTION: MATERIALS:
what does it do does it allomorphism it’s intended purpose? What is it made of ?
earth, rock, tailings from mining or milling, concrete, masonry, steel,
timber, miscellaneous materials (such as plastic or rubber) and any
combination of these materials.
AESTHETICS: CUSTOMER:
what does the product look like? who is designed for?
It look like a small wind mill. Is designed for the house that are live outside of the city and there are
big wind
COST: ENVIRONMENT:
What is the cost of building the product ? What are the environmental impact
$3,000 to $8,000 It need big place in the garden or house
SAFETY: SIZE:
Are there any risk of using the product What is the size
If it fall it maybe will hit the house 4 ft 11 in–11 ft 6 in
FUNCTION: MATERIALS:
what does it do does it allomorphism it’s intended purpose? What is it made of ?
Same as the big wind power but less
DESIGN SPECIFICATION 2
The solution does not include an electrical alternator. Is like better way The solution includes a working electrical alternator. Is bad for the land
to transport electricity so there will be less pollution because the oil and bad for the air cause the pollution.
DESIGN SPECIFICATION 3
The solution is built using materials found at home or within the APIS community.
The solution includes parts that were ordered/bought specifically for this The solution is built entirely out of parts gathered from home or the
project and could not be replaced with common household items. APIS school community.
DESIGN SPECIFICATION 4
The solution should be immediately understood (with little to no explanation) by a person unfamiliar with the scientific principles used
to create it.
Viewers are unable to see the Some of the internal elements of Most of the internal elements of All internal elements of the device
internal elements of the device the device can be seen through the device can be seen through can be seen through various
and it must be taken apart for various visual access points. various visual access points. The points in the outside of the device.
inspection. purpose of these components is The purpose of these components
immediately evident. is immediately evident.
DESIGN SPECIFICATION 5
i. Presents one design idea, i. Presents more than one i. Presents a few feasible i. Presents feasible design
which can be interpreted by design idea, using an design ideas, using an ideas, using an appropriate
others. appropriate medium(s) or appropriate medium(s) and medium(s) and outlines the
labels key features, which labels key features, which key features, which can be
can be interpreted by can be interpreted by correctly interpreted by
others. others. others.
Task Clarification:
DESIGN IDEA 1
Features:
● Not my own
(picture)
DESIGN IDEA 2
(picture) Features:
● When the fan move the coil move
DESIGN IDEA 3
(picture) Features:
● The water move the Fan blade
●
DEVELOPING IDEAS 3: PRESENT THE CHOSEN DESIGN
Level 1-2 Level 3-4 Level 5-6 Level 7-8
i. States the key features of i. Presents the chosen i. Presents the chosen design
the chosen design. design stating the key describing the key features.
features.
Task Clarification:
CHOSEN DESIGN
Key Features:
● When the fan move the magnet move and pass the electric to
the coil and go to the bredbord
(picture)
DEVELOPING IDEAS 4: PLANNING DRAWINGS/LOGICAL PLAN
Level 1-2 Level 3-4 Level 5-6 Level 7-8
ii. Lists the main steps in a ii. Lists the steps in a plan, ii. Outlines a plan, which
plan that contains some which considers time and considers the use of
details, resulting in peers resources, resulting in resources and time, sufficient
having difficulty following peers being able to follow for peers to be able to follow
the plan to create the the plan to create the to create the solution.
solution. solution.
Task Clarification:
TIME NEEDED:
1minit
TOOLS:
nothing
MATERIALS:
Box
TIME NEEDED:
Maybe 10 minit
TOOLS:
Cutters
MATERIALS:
Lui will stick the fan in and i will make the fan by glue guns
TIME NEEDED:
30 m
TOOLS:
MATERIALS:
Hard paper
PLANNING DRAWING FOR STEP 4 DESCRIPTION OF STEP
Put the magnet in the the coil that on a bottle and stick the
magnet on the stick
Harry will stick the magnet and lui will rap the coil on the
plastic bottle
TIME NEEDED:
1 hour
TOOLS:
Glue gun
MATERIALS:
Magnet coil
PLANNING DRAWING FOR STEP 5 DESCRIPTION OF STEP
Connect the wire to the breadboard
TIME NEEDED:
30 m
TOOLS:
MATERIALS:
Bredbourd
●
Plan for Next Session:
●
Date:
(pic) Step-by-Step Description: Description of Changes (if any):
● ●
Date:
(pic) Step-by-Step Description: Description of Changes (if any):
● ●
Date:
(pic) Step-by-Step Description: Description of Changes (if any):
● ●
Date:
(pic) Step-by-Step Description: Description of Changes (if any):
● ●
●
i. States the success of the i. States the success of the i. States the success of the i. Outlines the success of the
solution. solution against the solution against the design solution against the design
design specification specification based on specification based on
based on the results of relevant product testing. authentic product testing.
one relevant test.
Task Clarification:
● Copy/Paste your Design Specifications below.
● State/Outline the success of your generator based on each of your Design Specifications
Student Grade/Justification: Teacher Grade/Justification:
These read like simple statements. Brief descriptions would go a long
way towards bringing your marks up. 4
DESIGN SPECIFICATION 1
The solution is not capable of using WIND or WATER energy. The solution is capable of using WIND or WATER energy.
IT is wind power so we need the wind
DESIGN SPECIFICATION 2
The solution does not include an electrical alternator. The solution includes a working electrical alternator.
We didn’t use the breadboard so is not include an electrical alternator.
DESIGN SPECIFICATION 3
The solution is built using materials found at home or within the APIS community.
The solution includes parts that were ordered/bought specifically for this The solution is built entirely out of parts gathered from home or the
project and could not be replaced with common household items. APIS school community.
The solution should be immediately understood (with little to no explanation) by a person unfamiliar with the scientific principles used
to create it.
Viewers are unable to see the Some of the internal elements of Most of the internal elements of All internal elements of the device
internal elements of the device the device can be seen through the device can be seen through can be seen through various
and it must be taken apart for various visual access points. various visual access points. The points in the outside of the device.
inspection. purpose of these components is The purpose of these components
immediately evident. is immediately evident.
Is easy to see and you can see through easy
DESIGN SPECIFICATION 5
Produces no measurable energy. Produces lesson than 1 Volt. Produces less than 2 Volts. Produces 3 or more Volts.
ii. States one way in which ii. Outlines one way in which ii. Outlines how the solution
the solution could be the solution could be could be improved.
proved. improved.
Task Clarification:
NAME OF IMPROVEMENT:
(image)
(description)we increase more coil from 80 to 100 to produce more electricity and make the hole a little bit to let the stick turn easier
NAME OF IMPROVEMENT:
(image)
(description)I will make the size of the fan bigger and the length longer so it can catch more air to make the stick turn faster.
END OF UNIT REFLECTION
● I think my greatest success in this unit was to finish the generator and it work because is difficult to communicate to lui so is difficult to
work
● My greatest challenge was to wrap the coil because i always tied them together.
(sentence starter: “My greatest success/challenge was _____ because _____ .”)
Statement Innovative system, witch hamess science to create technology can change forms of energy and create sustainable solutions
of
Inquiry
How did learning to combine SCIENCE and DESIGN help you understand SYSTEMS better?
1: because the class combines things to work 2:it have very close work to do so is easy to 3:if the system is missing for 1 pice it won’t
connect work.
How did creating a generator change your idea about SCIENCE in the real world?
We can use more nature resource to produce electricity and more sustainable
What are the three most important skills you used during this unit? Explain:
● Communication ● Cooperate ●
Because we need to communicate with We need to help each other and
each other to do the work. cooperate together
This unit we worked on the ATL SKILLS of TRANSFER and COLLABORATION. Which one was the hardest? Why?
I found transfer because you need to pay more tension to your work and put more effort and time to your work
(sentence starter: “This unit I found the skill of ______ to be most challenging because ______ .”)
What did you learn about SCIENTIFIC AND TECHNOLOGY INNOVATION this unit?
We learn to do the generator and in science we learn how the electricity can pass through.
I would change my amount of magnet and put more time on my work and put more effort.