Bonnie Apis - Powering The Future - 8th Grade

Name: Bonnie
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.
ROLE You will be the ELECTRICAL ENGINEER.
AUDIENCE Your client is the PROVINCIAL ELECTRICITY AUTHORITY..
SITUATION You are in the first few weeks of a new job as a GAME DEVELOPER.
PRODUCT 1. A Model Prototype

2. Your Design Journal and Science Process Journal
3. A Presentation Demonstrating Your Interdisciplinary Learning
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:
Student Grade/Justification: Teacher Grade/Justification:
You have provided a nice outline that lacks the specific details or
reasons that would allow me to consider it an explanation. Good
work. Add details next time. 4

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 right now is we are trying to build a power generator that run on sustainable resource.
P you are going to solve? The resource we are using now is mostly unsustainable like, coal, oil, and nature gases. The
unsustainable resource is not going to last forever and the waste it produce is harmful to the
What information do you already environment.
know about this problem?
CLIENT: Who is the client? The client of this project is basically the whole world. Everyone can be affected with the harmful waste
C produced by the unsustainable resource. If the world started to use sustainable resource, lots of
Why are you interested in designing people will be affected and use them.
for this client?
EVIDENCE OF THE NEED: What I think this is a important problem, because this is already happen all around us. Someday these
E
evidence, observations, or ideas do unsustainable resource might ran out. I have once seen a factory that release load and loads of waste.
you have about the nature of the
problem?
Why has the client asked you to

solve this problem?
EXPLANATION OF Solving this problem can help me understand the sustainability of the world and learn how to make
E IMPORTANCE: Why is this them sustainable.
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
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 the primary and secondary
guidance. and 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:

Excellent research plan which clearly states priorities. 6
RESEARCH AND ANALYSIS 3: ANALYZE EXISTING PRODUCTS
i. Outlines one existing i. Describes a group of i. Analyzes a group of similar

product that inspires a similar products that products that inspire a
solution to the problem. inspire a solution to the solution to the problem.
problem.
Task Clarification:

There’s a lot missing from this section. You did highlight some of the
aspects of two products but not enough to give me a clear
understanding. 3
EXISTING PRODUCT ANALYSIS 1: wind turbine
(small image of the product)
AESTHETICS: the look of the wind turbine is like a skinny wind mill. CUSTOMER:
With 3 wings on a stick.
COST: 48,000 to 65,000 USD (including installing) ENVIRONMENT: the system need wind to make it work, when there is
wind, there will be electricity made.
SAFETY: SIZE:
FUNCTION: MATERIALS:
EXISTING PRODUCT ANALYSIS 1: Dam
AESTHETICS: the dam look like a really tall wall that stored water on a CUSTOMER: government
side of the water.
COST: ENVIRONMENT:
SAFETY: when it rain too much, it prevent overflow in the river and SIZE: about 50 meter to 200 meter tall, capacity of 1,00 to 100,000
flooding in the living area. millions cubic meter.
FUNCTION: produce electricity, water supplies for house and industries. MATERIALS: rock, concrete, stone, sand, clay
EXISTING PRODUCT ANALYSIS 1: wind tunnel
AESTHETICS: looking like a a box with a motor inside, there are blade CUSTOMER:
next to the motor
COST: ENVIRONMENT:
SAFETY: SIZE:
FUNCTION: the wind spin the blade and give power to the motor that MATERIALS:
produce electricity.
DESIGN SPECIFICATION - from PROVINCIAL ELECTRICITY AUTHORITY
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.
The solution is built using an electrical alternator.
The solution does not include an electrical alternator. The solution includes a working electrical alternator.
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.
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

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 correctly interpreted by
others. be interpreted by others. others.
Task Clarification:

Nice design ideas, here. Could have used a bit more explanation to
give you full marks for this criteria. 5
DESIGN IDEA 1
Features:
● This is a model of wind power generator
● It contains a magnetic generator and a spinning wheel

● The wheel it powered by wind and cause the generator to spin.
DESIGN IDEA 2
Features:
● This is a water generator, it uses the running water to spin the
generator.
● There is a box on land where the generator will be stored
● A pole that lead to the surface of water and where is wheel is

● The wheel spin when the water push and spin the magnet
DESIGN IDEA 3
Features:
● A wind power generator but in a different form.
● The fan blade is put flat and so as the generator.
DEVELOPING IDEAS 3: PRESENT THE CHOSEN DESIGN

ii. Outlines the main reasons ii. Presents the chosen ii. Presents the chosen design
for choosing the design design and outlines the and outlines the reasons for
with reference to the main reasons for its its selection with reference to
design specification. selection with reference to the design specification.
the design specification.
Task Clarification:

You have presented your final design and provided some reference to
your design specification. A bit of explanation at each level would have
been all it would take to get to a 7 or 8. Instead I can only give you the
smallest credit for including the Design Specifications. 3
CHOSEN DESIGN
Key Features:
● There is a spinning wheel above the water
● A main part of the generator is on the the land
● The wheel is half above the water and half under the water. And
it is made of plastic so the water don’t affect the
Positives of Chosen Design: Negatives of Chosen Design:

- If the water flow fast and - The depth of the water
have a great chance of might not be enough for
producing enough the wheel to spin.
electricity.
to create it.
DEVELOPING IDEAS 4: PLANNING DRAWINGS/LOGICAL PLAN

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 the
solution. lists requirements for 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,
resources, sufficient for sufficient for peers to be able
the plan to create the peers to be able to follow to follow to create the
solution. to create the solution. solution.
Task Clarification:

Nothing to assess. 0
PLANNING DRAWING FOR STEP 1 DESCRIPTION OF STEP
Make a wheel to put in water
TEAM MEMBER(S) RESPONSIBLE:
Jane, bonnie
TIME NEEDED:
30 min
TOOLS:
Scissor, hot glue, plastic
MATERIALS:

TIME NEEDED:
TOOLS:
MATERIALS:
TIME NEEDED:
TOOLS:
MATERIALS:

TIME NEEDED:
TOOLS:
MATERIALS:
TIME NEEDED:
TOOLS:
MATERIALS:
● ●
● ●
DAILY BUILDING JOURNAL

Date:
Step-by-Step Description: Description of Changes (if any):
● We wrap the coil ●
●
● ●
Plan for next class:

● Do some last finishing touch and do the last test.
Headline (summary) Of Work:

● Coil and magnet was ready for the generator.
DAILY BUILDING ● DAILY BUILDING ● DAILY BUILDING

JOURNAL JOURNAL JOURNAL
Date: Date: Date:
Step-by-Ste Description Step-by-Ste Description Step-by-Ste Description
p of Changes p of Changes p of Changes
Description: (if any): Description: (if any): Description: (if any):
● We ● ● We ● ● We ●
wrap wrap wrap
the the the
coil coil coil
● ● ●

● ● ● ● ● ●
● ● ●
Plan for next class: Plan for next class: Plan for next class:
● Do some last finishing touch and do ● Do some last finishing touch and do ● Do some last finishing touch and do
the last test. the last test. the last test.
Headline (summary) Of Work: Headline (summary) Of Work: Headline (summary) Of Work:

● Coil and magnet was ready for the ● Coil and magnet was ready for the ● Coil and magnet was ready for the
generator. generator. generator.
● ●
DAILY BUILDING ● DAILY BUILDING ● DAILY BUILDING
JOURNAL JOURNAL JOURNAL
Date: Date: Date:
● We ● ● We ● ● We ●
wrap wrap wrap
the the the
coil coil coil
● ● ●

● ● ● ● ● ●
● ● ●
Plan for next class: Plan for next class: Plan for next class:
● Do some last finishing touch and do ● Do some last finishing touch and do ● Do some last finishing touch and do
the last test. the last test. the last test.
Headline (summary) Of Work: Headline (summary) Of Work: Headline (summary) Of Work:

● Coil and magnet was ready for the ● Coil and magnet was ready for the ● Coil and magnet was ready for the
generator. generator. generator.
● ●
Plan for Next Session:

●

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

● ●

● ●

●

●
Date:
● ●

● ●

● ●

●

●
Date: may 27
● I add a small block and a bottle cap on ●
the wooden stick
● This make the stick to be balance on

both side of the chopstick and the

● Now the stick is balanced and straight. ●
● The wheel won’t be wobbly.

● Work on Criterion D
● Generator improved with only a plastic board
EVALUATING #1:EVALUATE THE SUCCESS OF THE SOLUTION

i. States the success of the i. Outlines the success of the i. Describes the success of i. Explains the success of the
solution. solution against the design the solution against the solution against the design
specification based on the design specification specification based on
relevant product testing. based on relevant authentic product testing.
product testing.
Task Clarification:
● Copy/Paste your Design Specifications below.
● State/Outline the success of your generator based on each of your Design Specifications

Bonnie. These are great descriptions of the success of your solution.
Good work! 5
My generator is powered by water. The water push the wheel on the

generator and started spinning the wheel. When the wheel is spinning,
this cause the stick and magnet in the coil to spin.

The electrical alternator did work in my machine. I can be able to see

the direct current using the breadboard.
Most of the material in my machine is made with recycled object like,

plastic bottle, plastic cap, scrap cardboard. These are taken from the
bag in design room. We also use hot glue and duct tape in the
machine.
to create it.
The whole machine is made by

plastic bottle, we cover the
machine with clear plastic bottle
so people can see through it while
the water can be kept out of the
coil and magnet.
Our generator didn’t produce

much electricity, only 0.5 volt. But
we can see it very clearly using
the breadboard and voltmeter.
EVALUATING #2: EXPLAIN HOW THE SOLUTION COULD BE IMPROVED

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:

Nice descriptions of two ways the solution could be improved. Nice
work! 7
NAME OF IMPROVEMENT: adding support below the chopstick

I will add more support underneath the chopstick because the chopstick is wobbly when there is no support. We did add a small piece at the end
of the stick to balance the stick out. But it is creating lots of friction when the stick is spinning. I would like to improve the structure of the machine
so it wouldn’t affect the amount of electricity produced.
NAME OF IMPROVEMENT: thinner stick and thinner fan blades

I want to make a lighter and thinner stick for the blade to attached on, because the one we have now is a big plastic bottle. It causes the wheel to
be really heavy and hard to spin. It i switch the bottle to a thin chopstick there will probably we more electricity produced.
END OF UNIT REFLECTION
What was your greatest success in this unit?
● My greatest success in this unit is i am be able to build a working generator with the knowledge i learn in science.
What was your biggest challenge during this unit?
● My biggest challenge during this unit is to manage my time, i am not improving on this part, i need to really focus on this part next.
Because i couldn’t finish my design journal on time.
(sentence starter: “My greatest success/challenge was _____ because _____ .”)
Statement Innovative systems, 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: I learn how to build a system with the 2: i understand system better when design 3: i learn that if there is a difference in one part
different part of the material teach me how to build a system and science of the system, the whole system will mess up.
teach me how the system work.
How did creating a generator change your idea about SCIENCE in the real world?
I learn that science knowledge will connect to lots of things in our life. Like the generator, building it will need science knowledge to
make it work and solve problem or improve the generator.
What are the three most important skills you used during this unit? Explain:
● I learn the transfer skill because i need ● I learn about the cooperation skill with ● I learn about creative thinking skill
it to transfer the knowledge from my partner. We have to work equally because i need to make my generator
science to design. and help each other while doing the visible on the inside while the coil and
project. magnet need to protected.
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 collaboration to be the most challenging ATL skill for me because me and my partner have different ideas and we have
different opinion on things. We have to discuss together on what is the best for our project.
(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?
I learned about the generator need science and the electricity knowledge to in order to build it. I learn how simple it is to build a
generator but how hard it is to make it work.
What one change you would make to this unit?
I will improve my generator so it can spin faster and produce more electricity, i also want to manage my time well so i can finish my
work.

Bonnie Apis - Powering The Future - 8th Grade

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Name: Bonnie

R​OLE You will be the ELECTRICAL ENGINEER.

A​UDIENCE Your client is the PROVINCIAL ELECTRICITY AUTHORITY..

P​RODUCT 1. A Model Prototype

Student Grade/Justification: Teacher Grade/Justification:

Why has the client asked you to

How will solving this problem help

Student Grade/Justification: Teacher Grade/Justification:

i. Outlines one existing i. Describes ​a group of i. Analyzes ​a group of similar

Student Grade/Justification: Teacher Grade/Justification:

(small image of the product)

(small image of the product)

EXISTING PRODUCT ANALYSIS 1: wind tunnel

(small image of the product)

DESIGN SPECIFICATION - from PROVINCIAL ELECTRICITY AUTHORITY

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

The solution is built using an electrical alternator.

The device produces measurable electrical energy.

DEVELOPING IDEAS 2: DEVELOP DESIGN IDEAS

Student Grade/Justification: Teacher Grade/Justification:

● It contains a magnetic generator and a spinning wheel

● There is a box on land where the generator will be stored

● A pole that lead to the surface of water and where is wheel is

● The fan blade is put flat and so as the generator.

DEVELOPING IDEAS 3: PRESENT THE CHOSEN DESIGN

Student Grade/Justification: Teacher Grade/Justification:

● A main part of the generator is on the the land

Positives of Chosen Design: Negatives of Chosen Design:

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

The solution is built using an electrical alternator.

The device produces measurable electrical energy.

DEVELOPING IDEAS 4: PLANNING DRAWINGS/LOGICAL PLAN

Student Grade/Justification: Teacher Grade/Justification:

PLANNING DRAWING FOR STEP 1 DESCRIPTION OF STEP

Make a wheel to put in water

TEAM MEMBER(S) RESPONSIBLE:

Scissor, hot glue, plastic

PLANNING DRAWING FOR STEP 2 DESCRIPTION OF STEP

TEAM MEMBER(S) RESPONSIBLE:

PLANNING DRAWING FOR STEP 3 DESCRIPTION OF STEP

TEAM MEMBER(S) RESPONSIBLE:

PLANNING DRAWING FOR STEP 4 DESCRIPTION OF STEP

TEAM MEMBER(S) RESPONSIBLE:

PLANNING DRAWING FOR STEP 5 DESCRIPTION OF STEP

TEAM MEMBER(S) RESPONSIBLE:

DAILY BUILDING JOURNAL

Plan for next class:

Headline (summary) Of Work:

DAILY BUILDING ● DAILY BUILDING ● DAILY BUILDING

Step-by-Ste Description Step-by-Ste Description Step-by-Ste Description

Headline (summary) Of Work: Headline (summary) Of Work: Headline (summary) Of Work:

Step-by-Ste Description Step-by-Ste Description Step-by-Ste Description

Headline (summary) Of Work: Headline (summary) Of Work: Headline (summary) Of Work:

Plan for Next Session:

Headline (summary) Of Work:

(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:

(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:

ROLE You will be the ELECTRICAL ENGINEER.

AUDIENCE Your client is the PROVINCIAL ELECTRICITY AUTHORITY..

PRODUCT 1. A Model Prototype

i. Outlines one existing i. Describes a group of i. Analyzes a group of similar

(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):

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

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