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Name: harry

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
G​OAL To create a model prototype of a sustainable energy generator which is easy to understand and potentially useful.

R​OLE You will be the ELECTRICAL ENGINEER.

A​UDIENCE Your client is the PROVINCIAL ELECTRICITY AUTHORITY.

S​ITUATION You are in the first few weeks of a new job as an ELECTRICAL ENGINEER.

8P​RODUCT 1. A Model Prototype


2. Your Design Journal and Science Process Journal
3. A Presentation Demonstrating Your Interdisciplinary Learning

S​TANDARDS 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:

Student Grade/Justification: Teacher Grade/Justification:


Harry. You have begun to state the need for solving this problem.
You only really stated the nature of the problem. Work to
completion, man. You were right there! I know that you know this
stuff. Please show me so that I can give you the grades you
deserve. 1
 
 
Good Morning, Designer. I’m ​P-CEE​, the
problem-solving AI. I’ll make sure
you fully explain your problem.
Compute the following before you
start designing.  

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.

What information do you already


know about this problem?

CLIENT​: Who is the client? The client are


C
Why are you interested in designing
for this client?
EVIDENCE OF THE NEED​: What
E evidence, observations, or ideas do
you have about the nature of the
problem?

Why has the client asked you to


solve this problem?

EXPLANATION OF
E IMPORTANCE​: Why is this
problem an important one to solve?

How will solving this problem help


you understand the Global
Context?
RESEARCH AND ANALYSIS 2: IDENTIFY AND PRIORITIZE THE RESEARCH
Level 1-2 Level 3-4 Level 5-6 Level 7-8

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:

Student Grade/Justification: Teacher Grade/Justification:


No work to assess. 0
RESEARCH AND ANALYSIS 3: ANALYZE EXISTING PRODUCTS
Level 1-2 Level 3-4 Level 5-6 Level 7-8

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:

Student Grade/Justification: Teacher Grade/Justification:


These are basic outlines of existing ways to solve this problem. 5
EXISTING PRODUCT ANALYSIS 1: (wind power)

(small image of the product)

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

EXISTING PRODUCT ANALYSIS 1: water dam

(small image of the product)

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 m​2​.
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.

EXISTING PRODUCT ANALYSIS 1: (consumer, home wind power)

(small image of the product)

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 - from PROVINCIAL ELECTRICITY AUTHORITY


DESIGN SPECIFICATION 1

The solution will harness the power of WIND or WATER energy.

Solar power So it have less oil or pollution going on

DESIGN SPECIFICATION 2

The solution is built using an electrical alternator.

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

The device produces measurable electrical energy.


Produces no measurable energy. Produces lesson than 1 Volt. Produces less than 2 Volts. Produces 3 or more Volts.
DEVELOPING IDEAS 2: DEVELOP DESIGN IDEAS
Level 1-2 Level 3-4 Level 5-6 Level 7-8

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:

Student Grade/Justification: Teacher Grade/Justification:


You have presented more than 1 design idea but have not described
key features at all. 3

DESIGN IDEA 1

Features:
● Not my own

(picture)
DESIGN IDEA 2

(picture) Features:
● When the fan move the coil move

● It transport the electricity to do

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:

Student Grade/Justification: Teacher Grade/Justification:


This is another section that I know you could have done better on. You
should describe the key features and how the product will work. 3

CHOSEN DESIGN

Key Features:
● When the fan move the magnet move and pass the electric to
the coil and go to the bredbord

Positives of Chosen Design: Negatives of Chosen Design:


Is easy to build and the multirio It is easy to broken
are easy

(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:

Student Grade/Justification: Teacher Grade/Justification:


This is nice and logical but there are key details missing here which
would make it easy for a peer to follow. 4

PLANNING DRAWING FOR STEP 1 DESCRIPTION OF STEP


TEAM MEMBER(S) RESPONSIBLE:

We will just have a box

TIME NEEDED:

1minit

TOOLS:

nothing

MATERIALS:

Box

PLANNING DRAWING FOR STEP 2 DESCRIPTION OF STEP


TEAM MEMBER(S) RESPONSIBLE:

I will hold the box he will stuck the pipe in

TIME NEEDED:

Maybe 10 minit

TOOLS:

Cutters

MATERIALS:

Pipe and a box


PLANNING DRAWING FOR STEP 3 DESCRIPTION OF STEP

Put the fan in to the box and

TEAM MEMBER(S) RESPONSIBLE:

Lui will stick the fan in and i will make the fan by glue guns

TIME NEEDED:

30 m

TOOLS:

Electric drill glue gun

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

TEAM MEMBER(S) RESPONSIBLE:

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

TEAM MEMBER(S) RESPONSIBLE:

Harry will connect

TIME NEEDED:

30 m

TOOLS:

MATERIALS:

Bredbourd

DAILY BUILDING JOURNAL


Date:
(pic) Step-by-Step Description: Description of Changes (if any)​:
● We make the box a hole ●

(pic) Step-by-Step Description: Description of Changes (if any)​:


● We cut the bottle like this ●

(pic) Step-by-Step Description: Description of Changes (if any)​:


● We wra ●


Plan for Next Session:

Headline (summary) Of Work:


Date:
(pic) Step-by-Step Description: Description of Changes (if any)​:
● ●

(pic) Step-by-Step Description: Description of Changes (if any)​:


● ●

(pic) Step-by-Step Description: Description of Changes (if any)​:


● ●

Plan for Next Session:


Headline (summary) Of Work:


Date:
(pic) Step-by-Step Description: Description of Changes (if any)​:
● ●

(pic) Step-by-Step Description: Description of Changes (if any)​:


● ●

(pic) Step-by-Step Description: Description of Changes (if any)​:


● ●

Plan for Next Session:


Headline (summary) Of Work:


Date:
(pic) Step-by-Step Description: Description of Changes (if any)​:
● ●

(pic) Step-by-Step Description: Description of Changes (if any)​:


● ●

(pic) Step-by-Step Description: Description of Changes (if any)​:


● ●

Plan for Next Session:


Headline (summary) Of Work:


Date:
(pic) Step-by-Step Description: Description of Changes (if any)​:
● ●

(pic) Step-by-Step Description: Description of Changes (if any)​:


● ●

(pic) Step-by-Step Description: Description of Changes (if any)​:


● ●

Plan for Next Session:


Headline (summary) Of Work:


EVALUATING #1:EVALUATE THE SUCCESS OF THE SOLUTION


Level 1-2 Level 3-4 Level 5-6 Level 7-8

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 will harness the power of WIND or WATER energy.

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 is built using an electrical alternator.

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.

We bought 3-4 material and brought from home


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.
Is easy to see and you can see through easy
DESIGN SPECIFICATION 5

The device produces measurable electrical energy.

Produces no measurable energy. Produces lesson than 1 Volt. Produces less than 2 Volts. Produces 3 or more Volts.

Is 1.6 volt and some t ime it go low


EVALUATING #2: EXPLAIN HOW THE SOLUTION COULD BE IMPROVED
Level 1-2 Level 3-4 Level 5-6 Level 7-8

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:

Student Grade/Justification: Teacher Grade/Justification:


Nice job here, Harry. Great new ideas. More description next time. 7

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

What was your greatest success in this unit?

● 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

What was your biggest challenge during this unit?

● 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.

What one change you would make to this unit?

I would change my amount of magnet and put more time on my work and put more effort.

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