Professional Documents
Culture Documents
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 a GAME DEVELOPER.
STANDARDS You will be assessed against MYP Design Criteria A - D. Science Criteria . 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 How to use the sustainable energy and decrease the pollution?
P you are going to solve? How the windmill work?
What do we need to prepare for build a windmill?
What information do you already What are the advantages and disadvantages of trying existing product?
know about this problem?
The information that I already know about these problems are I know the sustainable energy can decrease
the pollution because they are the existing product from the nature. The windmill can produce electricity
because it is pushing by the wind, the wind give the windmill energy to produce electricity. We need to
prepare at least what is a windmill, how to build it and what materials we need. The advantages of trying
existing product is they will not cost too much and produce pollution.
EVIDENCE OF THE NEED: What I have observed the pollution in Chiang Mai, this is very serious because it can destroy the nature and cause
E evidence, observations, or ideas do disease on people. The cause of this is because of some people are burning the forests so there are smoke that
you have about the nature of the cause the pollution. Burning coals also produce smoke, this kind of smoke may be worse.
problem?
The PEA are asked me to solve this problem because this is their goal to set this company and produce
Why has the client asked you to energy like that, but they don’t know how to do it.
solve this problem?
EXPLANATION OF The problem is a important one to solve because this can change the system of producing electricity, people
E IMPORTANCE: Why is this can use a safer, less polluted and more economical way to produce electricity which can make all the people
problem an important one to solve? who are using enjoy the convenience.
How will solving this problem help Our Global Context is Scientific and technological innovations. What we are doing is use science to invent
you understand the Global generators that have a new way to generate electricity.
Context?
RESEARCH AND ANALYSIS 2: IDENTIFY AND PRIORITIZE THE RESEARCH
Level 1-2 Level 3-4 Level 5-6 Level 7-8
ii. States the research needed ii. Constructs a research ii. Constructs a research plan,
to develop a solution to the plan, which states and which states and prioritizes
problem, with some prioritizes the primary and the primary and secondary
guidance. secondary research research needed to develop
needed to develop a a solution to the problem
solution to the problem, independently.
with some guidance.
Task Clarification:
Student Grade/Justification: I think I can get 6 because I planed who Teacher Grade/Justification:
am I going to interview and the questions I’m going to ask, I stated You identified the necessary research and prioritized it. Great job!
the prioritizes too. 7
RESEARCH AND ANALYSIS 3: ANALYZE EXISTING PRODUCTS
Level 1-2 Level 3-4 Level 5-6 Level 7-8
Task Clarification:
AESTHETICS: CUSTOMER:
-This product is made in three main parts. There are three fan blades, a tall -PEA
pillar under the blades and a connect point between the blades and the -Wind farms
pillar. -Big companies who needs a lot of electricities.
-The product is mostly in white which I think is because white won’t make
itself too hot while it’s under the sun.
-The tall and thick pillar can support the blades when there’s strong wind
and it will hold the blades higher to make it get more wind too.
-There are three blades because one blade or two blades will make the
turbine unbalanced even if it produce more power, and three blades can
make it balance and produce not less power.
COST: ENVIRONMENT:
3-4 million for this 2 MW windmill. -Where the windmill stored need to wind a lot. The speed of the wind
1.3-2.2 million dollars for a utility scale wind turbine. shouldn’t be too hard.
-There should not be a lot of houses and tall buildings surrounded. It need
to be flat.
https://www.toshiba-energy.com/en/renewable-energy/product/wind-power.htm
https://interestingengineering.com/the-scientific-reason-why-wind-turbines-have-3-blades
AESTHETICS: CUSTOMER:
-There is a dam for the water to pass by. The dam were always built high, -All the resident in a city.
there will be a upstream and a downstream so the water will fall from high -The companies that need electricity.
to low like a waterfall.
-The dam is tall and strong, it can hold tons of water falling from hundred
meters.
-There are always multiple holes for the water to pass by.
COST: ENVIRONMENT:
50 million -Can not have frequently earthquake.
20 billion -Have to be surrounded by lots water sources like river.
-Can not affect too many residence and animals.
-There can’t be too many people surrounding.
-Can not be too cold, otherwise it will freeze.
SAFETY: SIZE:
-A dam can cause earthquake. -200 meters-600 meters tall
-There are too much pressure on the dam, so it is easy to cave in. Even -400 million cubic meters for water
there’s only a little tiny gap, the pressure of hundred tons of water will -200 meters wide at the bottom
break everything very quick. -15 meters wide at the top
-Fish -30 meters long
-People who live on the way.
-The climate belt will move closer to the poles.
-The rain and water evaporation will change.
-The dam will change the climate because the dam have less oxygen at the
bottom, so the organisms’ anaerobic will decompose, and then become
Methane.
FUNCTION: MATERIALS:
-Generate electricity. -concrete, earthfill and steel bars.
-Save drinking water.
https://baike.baidu.com/item/%E6%B0%B4%E5%9D%9D#2_9
AESTHETICS: CUSTOMER:
-The home wind power is much more smaller than the real windmill. They -The people in the house.
are always stored on the top of the roof. There are more than one small -The people who are rich that wants their individual generator.
windmills because only one is too small to provide enough power. -The people who are poor that want to save money for the electricity.
COST: ENVIRONMENT:
4000 dollars -On someone’s house.
-On the top of the roof or beside the house.
-Better not too close to the house for the safety.
SAFETY: SIZE:
-The blades may fell off to the house and the people are living very near, so -The big ones can be 3-4 meters
it will cause harm. -The small ones can be 1-2 meters tall.
-The ice on the blade may throw off to the house, it will fly far because of
the blade is turning
-The noise will affect the people in the house.
-There will be flickering shadows with the sun in the morning which is
very disturbing.
FUNCTION: MATERIALS:
-Generate electricity for the house and save a lot. -Metals, glass fibre.
https://www.quora.com/What-is-the-minimum-safe-distance-from-a-house-a-wind-turbine-should-be-built
DESIGN SPECIFICATION 1
The solution is not capable of using WIND or WATER energy. The solution is capable of using WIND or WATER energy.
DESIGN SPECIFICATION 2
The solution does not include an electrical alternator. The solution includes a working 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.
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
Produces no measurable energy. Produces lesson than 1 Volt. Produces less than 2 Volts. Produces 3 or more Volts.
i. Presents one design idea, i. Presents a few feasible i. Presents a range of i. Presents a range of feasible
which can be interpreted by design ideas, using an feasible design ideas, design ideas, using an
others. appropriate medium(s) or using an appropriate appropriate medium(s) and
explains key features, medium(s) and explains annotation, which can be
which can be interpreted by key features, which can be correctly interpreted by
others. interpreted by others. others.
Task Clarification:
Student Grade/Justification: I think I can get 7 because I have lots of Teacher Grade/Justification:
design ideas here and gave lots of detailed comments to explain so that Excellent Design Ideas. Clear images with annotation. Great work! 7
the viewers will understand it well.
DESIGN IDEA 1
Features:
● It is powering by the wind.
● When there’s wind, the blades will start to turn, the blades are
connect to the axle, the axle leads the coil to turn around. There are
coiled wires outside the coil and the N & S magnets inside the the
coil. At last, the electricity generated will give to the light bulb so
the light bulb will light.
● There are three blades.
DESIGN IDEA 2
Features:
● There is a wheel with many blades. The water can push the blades
so the wheel can turn. There is an axle for the wheel to turn.
● The water will come from the higher point than the wheel. The
water falls down and push the wheel. After turning half round, the
water will flow away.
● There is a generator which use kinetic energy to produce energy.
DESIGN IDEA 3
Features:
● It is complex and it is like the real windmill.
● There are a hub, a main shaft, a gear box, a brake, a electric
orenator, a housing and a high speed shaft inside of it to generate
physical energy to electrical energy.
● There is a tall and strong pillar under the blades.
● It can save the electricity.
● It may not work because we don’t have enough materials.
DEVELOPING IDEAS 3: PRESENT THE CHOSEN DESIGN
Level 1-2 Level 3-4 Level 5-6 Level 7-8
ii. Outlines the main reasons ii. Presents the chosen ii. Presents the chosen design
for choosing the design with design and outlines the and outlines the reasons
reference to the design main reasons for its for its selection with
specification. selection with reference to reference to the design
the design specification. specification.
Task Clarification:
CHOSEN DESIGN
Key Features:
● This is a machine with blades and generator that can use kinetic
energy to produce electricity. This one is using water power.
● The blades are turning above the water, the water is running so the
blades will turn
● The blades are made of the part of plastic bottle. There are four of
them.
● The blades are in the water, the generator, axle and the supports are
on the ground.
(copy the DESIGN SPECIFICATION here and give your FINAL DESIGN IDEA a score for each specification)
DESIGN SPECIFICATION 1
The solution is not capable of using WIND or WATER energy. The solution is capable of using WIND or WATER energy.
DESIGN SPECIFICATION 2
The solution does not include an electrical alternator. The solution includes a working 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.
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.
Score: 8 because the composition of the machine is very simple, they can recognize all the part in it and understand them immediately.
DESIGN SPECIFICATION 5
Score: 8 because I think the waterpower is pretty powerful, so it can produce lots energy.
DEVELOPING IDEAS 4: PLANNING DRAWINGS/LOGICAL PLAN
Level 1-2 Level 3-4 Level 5-6 Level 7-8
i. Creates incomplete iii. Creates planning iii. Develops accurate iii. Develops accurate planning
planning drawing/diagram or lists planning drawings/diagrams and
drawings/diagrams. requirements for the chosen drawings/diagrams and outlines requirements for
solution. lists requirements for the the creation of the chosen
iv. Outlines each step in a creation of the chosen solution.
plan that contains some solution. v. Constructs a logical plan,
details, resulting in peers iv. Constructs a plan, which which outlines the efficient
having difficulty following considers time and use of time and resources,
the plan to create the resources, sufficient for sufficient for peers to be
solution. peers to be able to follow able to follow to create the
to create the solution. solution.
Task Clarification:
Student Grade/Justification: I think I can get 8 because me and my Teacher Grade/Justification:
partner are working together very well, we have a plan for how we 7 7 - Clear planning drawings and requirements which would be easy to
are going to seperate the work and we have drawings for how we are follow.
going to do the plan. The plan is accurate and clear.
PLANNING DRAWING FOR STEP 1 DESCRIPTION OF STEP
-I am going to:
Place the axle
Coil the wire
Take a picture
-My partner Ben is going to:
cut the bamboo stick and the cardboard roll.
Make a hole on the cardboard.
TIME NEEDED:
30-40 min
TOOLS:
-Glue gun
-Saw
-Gloves
MATERIALS:
-Wires
-Cardboard roll
-Magenents
-Bamboo stick
PLANNING DRAWING FOR STEP 2 DESCRIPTION OF STEP
TIME NEEDED:
50 min
TOOLS:
-Glue gun
-Pliers
MATERIALS:
-4 plastic bottles
-10 wood sticks
-A bamboo stick
-Tape
PLANNING DRAWING FOR STEP 3 DESCRIPTION OF STEP
TIME NEEDED:
30 min
TOOLS:
-Saw
-Glue gun
-Tape
MATERIALS:
Connect the water wheel and generator with the support and
the axle.
TIME NEEDED:
10-20 min
TOOLS:
-Glue gun
MATERIALS:
Date:May. 15th
Step-by-Step Description: Description of Changes (if any):
● We use the glue gun to glue the ●
magenent onto the chopstick. One side
first, we need to wait for the hot glue to
cold down and glue the other side.
●
Step-by-Step Description: Description of Changes (if any):
● ●
Task Clarification:
● Copy/Paste your Design Specifications below.
● State/Outline the success of your generator based on each of your Design Specifications
DESIGN SPECIFICATION 1
The solution is not capable of using WIND or WATER energy. The solution is capable of using WIND or WATER energy.
The solution does uses the water energy to generate electricity, it make it by the rotation of the blades. When the water goes on the blades, the
blades can be pushed by the water, so that the axle connected to it will spin, and the magnet on the axle will spin. There are wires coiling around
the coil, when the magnet spin and has magnetic field, it produce potential energy and push the electrons in the wires, the electrons would be
able to move, so it produce electricity.
DESIGN SPECIFICATION 2
The solution does not include an electrical alternator. The solution includes a working electrical alternator.
There does include a generator part in the solution. In the generator, there’s magnets on the axle inside and coiled wires outside of the coil. When
the axle spin and the magnets spin with it, it has magnetic field. The magnetic field produce potential energy and push the electrons in the wire, so
it produce electricity. That’s a 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.
All of the material include in the product is from the school. The support sticks is the chopstick, the base is from a carton box. The coil is made by
toilet paper roll. School provides the wires and the magnets, we also cut the plastic bottle to set the coil and use it as the blades. The tools are
hampr, saw, knif, scissors, glue gun and our hands.
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.
I think all the elements of the device can be understand by others easily, from both outside, internal and the functions. It does so because during
the time we were building it and when we finished, all the people that were looking around it knows how does it work and didn’t ask any question.
From they showed, I can know they understand all the elements in the product.
First, from where the physical energy come from, they can see clearly that the product has blades then there’s curve that can save the water.
Then people can see there a axle connected to the blades, when the blades spin, the axle spin. There are magnets on the axle, when the axle
spin, the magnets rotate. There will be potential energy. There is a coil outside the magnets, and there’s coiled wires on it. The potential energy
would push the electrons in the electrons in the wires, so it produce electricity. No misunderstanding.
DESIGN SPECIFICATION 5
Produces no measurable energy. Produces lesson than 1 Volt. Produces less than 2 Volts. Produces 3 or more Volts.
This is a very sad result, the product only produced 0.2 volts. I think the reason why it produce so less electricity is because we didn’t add enough
magnets. When the magnets spin, it will have magnetic field, so it can produce potential energy. The electrons in the wire needs potential energy
to move and able to produce electricity. So more magnets have more potential energy, more energy push electrons faster, produce more
electricity. Now it’s the same, less potential energy produce less electricity.
On the other hand, the measurement is not accurate. We didn’t use the breadboard, the breadboard can make direct current, if we don’t use it,
the measurement would not be accurate.
ii. Lists the ways in which the ii. Outlines how the solution ii. Describes how the solution
solution could be proved. could be improved. could be improved.
Task Clarification:
● I think we still need more magnets inside the coil. The use of the magnet is to use the magnetic field to produce potential energy and push
the electrons in the wire, more magnet have more potential energy, more energy push the electrons go faster, there will be more
electricity.
● Add magnets can increase the voltages, our voltage is still low, we need to increase it.
END OF UNIT REFLECTION
● My greatest success in this unit was me and Ben design the chosen design. Why I think so is because it achieved almost all the design
specification,The picture of the chosen design is very clear, show all the structures and functions. The structure and the materials are all
very nice because the material are from school but it can still work very well. The structure is nice because it can balance, the few blades
but they are big, the supports can support the generator very well. For the writing of the chosen design, I also did very well because I listed
all the features of the design, and also explained the positive and negative points of it. That’s why I think my chosen design was my most
success in this unit.
● My biggest challenge in this unit was science because in science class, there’s lots of scientific languages, it is very hard to memorize all
of them and understand the connection between them. Also for the testing paper, sometime i don’t know what to write because I didn’t
understand the scientific knowledge that well and the way we test the product is wrong, the conclusions are not match to what it supose to
be, there’s conflicts between them.
(sentence starter: “My greatest success/challenge was _____ because _____ .”)
Statement Innovative system, which harness 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: In science class, I learned the basic 2: In science class, I learn how the magnetic 3: We need to work together to create the
knowledge about the electricity and energy, field work while it’s moving, in design class, I product, when we are collaborating, we work
also the structure of the generator. Then in coil the wire outside the magnet, the wire and on different parts, then the product can be
design class, we design and build the magnet work together as a system to produce made by our system working.
generator by ourselves, it can help me electricity.
understand the system of generator, energy
and electricity better by doing it by myself.
How did creating a generator change your idea about SCIENCE in the real world?
Creating a generator make me understand that science can also be used in many aspects in my life. The generator can use the sustainable
energy to produce electricity, it is not wasting electricity or energy, and there’s no pollution in the process. So science is not a very complex and a
thing can not be use in our daily life, it can also help us in the real world.
What are the three most important skills you used during this unit? Explain:
● The first important skill I used in this ● Collaborating. We use this skill a lot, ● Transfer skill is the most important skill
unit is creating skill because we need when we are building the generator, we in this unit because there’s IDU in this
to create a design of a generator, this is work together and separate the work unit, the idea of IDU is we need to
a very basic and important thing in this equally to get the huge work done. transfer the knowledge between
unit. subject in order to get better
understanding, so I understand this unit
better by transfering.
This unit we worked on the ATL SKILLS of TRANSFER and COLLABORATION. Which one was the hardest? Why?
This unit I found the skill of transfer to be most challenging because in order to transfer knowledge between both classes, I need to know both
subjects well first. Understand both subjects take lots of time and that’s lots of work, but that’s still just a beginning. For transfering, I need to find
the relevance between both subjects first, then use the part in another subject to fill the misunderstandings.
(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?
The product that I was making all the unit is the generator. The generator is invented by the scientific knowledges and techniques. The scientific
knowledge are about the force field, energy and electricity, the the techniques are the things we did in design class, we need to use techniques
such as cutting, glueing, coiling and polishing. They are indispensable, we can invent a generator(scientific product) only if they combined
together.
One change I would make in this unit is I want to change the way we test the product. The way we test the product before is just connect the wire
on the generator and the voltage/ammeter, butt the way we actually need to do it it we need to connect the wire with the bread board first, then to
the voltage/ammeter, this can make the electricity to direct current because the bread board only allow the electricity to go in one way.