Name:

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 an 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.

P​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:

You have begun to explain (with details) the reasons you think this
problem needs to be solved. More specific references to issues
related to the problem would get you complete marks. Great work!
5
 
 
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.2 designing.  

PROBLEM​: What is the problem
P you are going to solve?
What information do you already
know about this problem?
Many people are burning fossil fuels so it pollutes the environment and it causes problems like global
warming and greenhouse effect so why don’t we change to use sustainable energy that could protect
the environment.

CLIENT​: Who is the client? The client is us, we are trying to discover a new e energy that can run by generator without pollution,
C our job is to build a sustainable generator, 1 Hydro generator, 1 wind generator and one of your own
Why are you interested in designing choice.
for this client?

EVIDENCE OF THE NEED​: What The client asked us to solve the problem by using sustainable energy which will not destroy the
E evidence, observations, or ideas do environment and is good for us to use.
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?
Some generators that can use sustainable energy like wind, water, and sun and why we would like to
use these energies is because it protects the environment so we can keep continuing using it, the
same time not polluted the nature.
If we don’t take action and change, the environment will be polluted and destroyed, but luckily we have
much sustainable energy that we can use but we just don’t discover it, sustainable energy like the sun
can be used as solar panel and it can exchange to electricity and we can have hot water shower, so
we don’t need to burn gas or coal which can destroy the environment easily.
Our global context is sustainability and development, from my understanding of the unit I think this
means we need to use some sustainable energy which can use for a long time and as the client also
the designer, our job is to use sustainable energy trying to devolvement some new ideas and products,
because as everybody knows if we use non-sustainable energy, first it’s bad for environment, second
is not sustain so why don’t we take action and try to make some changes.
 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
research needed to
​ ith
develop​ a solution, w
some guidance​.
i. States and prioritizes the i.
main points of research
needed to develop a
solution to the problem,
with some guidance.
States ​and ​prioritizes​ the
main points of research
needed to ​develop​ a solution
to the problem, ​with minimal
guidance.

Task Clarification:

Student Grade/Justification: Teacher Grade/Justification:

Nice research plan, Oscar. You have identified and created a list of
prioritized research. Good work! 6
 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 features i. Describes the main features
an existing product that of an existing product that of an existing product that
 inspires a solution to the inspires a solution to the inspires a solution to the
problem. problem. problem.

Task Clarification:

Student Grade/Justification: Teacher Grade/Justification:

Oscar. You did really well here. You mixed your own understanding
with information from the internet about these products well. Good
work! 7

EXISTING PRODUCT ANALYSIS 1: ​12V DC Generator 10W Hydroelectric Power Water Turbine Generator Water Charging Tool
 (small image of the product)

AESTHETICS: Does the product look good? CUSTOMER: Who is the producer designer for?
It’s not bad, it is quite small with black color look like an alarm It's designed for people who need water electricity and like it produce
energy.

COST: Estimated cost: 7 Us dollar ENVIRONMENT: Impact on the environment

This generator uses water which is a type of sustainable energy so it
will protect the environment

SAFETY: This is very small and for a water generator I think is SIZE: It's appropriate because I think water generator doesn’t need to
lightweight already be that big

FUNCTION: Yes, it works pretty and I know that because I’ve watched a MATERIALS: electrical lines, plastic maybe Iron and steel and some
video about how it works other materials.

EXISTING PRODUCT ANALYSIS 1: ​Windmax HY400 500 Watt Max 12-Volt 5-Blade Residential Wind Generator Kit 

(small image of the product)

AESTHETICS: Does the product look good?
Yes, the color look pretty simple, black with light and I think is easy to
carried and the function is very good, also the structure looks simple so
I think is easy to use.
COST: The estimated price is around 700 Baht
SAFETY: For a wind turbine, this not that big and it’s lightweight and
durable also this product have a pretty good output so there is nothing
to worried about the safety
CUSTOMER: This is designed to use for home and is very advanced,
you can put in front of your house also, ​It has the ability to operate in
low wind condition, requires virtually no maintenance, very durable and
lightweight, features aerodynamic blade speed control, also the product
has a good output.
ENVIRONMENT: This is a generator that uses wind and produces
electricity and wind is sustainable energy so there is no impact on the
environment, in fact, it actually protects the environment.
SIZE: It’s appropriate because I think smaller wind generator is much
more durable and lightweight than the big ones.
FUNCTION: This cutting-edge wind turbine from Windmax is a well-built
model that offers superior performance. It’s small in size but big on
results. This residential wind generator kit doesn’t need high-speed
winds in order to work which means it can operate on any type of
location. It comes fully equipped with all the components you’ll need,
including a generator, a controller and bolts. It also comes with
integrated aerodynamic brakes to help regulate the speed at which the
generator travels during high wind conditions. (Most the words come
From ​https://www.semprius.com/wind-turbine-generator/​)
EXISTING PRODUCT ANALYSIS 1: ​Automaxx Windmill 600W Wind Turbine Generator Kit
AESTHETICS: This product looks like a airplane and the color is full of
white and if you look straight it’s like a frisbee with airplane back.
COST: the estimated price is about 550 Baht
MATERIALS: 500 Watt Max/400 Watt Rated Pole is not included Wind
turbines include generator, blades, controller and screws/bolts
Maintenance free Greater energy production yield for all wind speeds
and lowest ownership cost
(All is from
https://www.semprius.com/wind-turbine-generator/​)
 
CUSTOMER: This is designed for large houses and it has a special
energy system and It’s a good thing that this wind energy system
comes with solar adaptability because then you can integrate it into
your solar energy system. Otherwise, this kit alone wouldn’t be able to
generate enough energy for a large home.
ENVIRONMENT: This is a generator that uses wind and produces
electricity and wind is sustainable energy so there is no impact on the
 environment, in fact, it actually protects the environment.

SAFETY: This is not too big also but it's used for some large home and SIZE: It’s appropriate because I think smaller wind generator is much
if you have any problems company members will help you fixed more durable and lightweight than the big ones.
because the company promises this product's warranty is 1 year.

FUNCTION: Integrated automatic braking system to protect from
sudden and high wind speed. Easy DIY installation methods with all
materials provided. Can be used in conjunction with solar panels. MPPT
Maximum power point tracking is included. Made with high-quality
Polypropylene and Glass Fiber material with a weather resistant seal.
(From:​https://www.semprius.com/wind-turbine-generator/​)
MATERIALS: Wind turbine rated power: 400W Voltage system: 12V &
24V (Autodetect) Rated Voltage: DC27-54V Battery Voltage:DC12V
Material of Wind Leaf: PBT; Start-up Wind Speed: 2.5m/s(8’/s); Rated
Wind Speed: 12m/S(35’/s); Rated Speed: 800r/min[RPM] Suggested
battery capacity: 100A or larger Number of blades: 3 Rotor diameter:
4.3 ft Lightweight: 31 lbs Working Temperature: -35~+75℃ (From:
https://www.semprius.com/wind-turbine-generator/​)

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.

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.

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
Viewers are unable to see the
internal elements of the device
and it must be taken apart for
inspection.
Produces no measurable energy.
DESIGN SPECIFICATION 4
to create it.
Some of the internal elements of Most of the internal elements of
the device can be seen through the device can be seen through
various visual access points. various visual access points. The
purpose of these components is
immediately evident.
DESIGN SPECIFICATION 5
The device produces measurable electrical energy.
Produces lesson than 1 Volt. Produces less than 2 Volts.
All internal elements of the device
can be seen through various
points in the outside of the device.
The purpose of these components
is immediately evident.
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,
which can be interpreted by
others.
i. Presents more than one
design idea, using an
appropriate medium(s) or
labels key features, which
can be interpreted by
others.
i. Presents a few ​feasible
design ideas, using an
appropriate medium(s) and
labels key features, which
can be interpreted by
others.
i. Presents feasible design
ideas, using an appropriate
medium(s) and outlines the
key features, which can be
correctly interpreted by
others.

Task Clarification:

Student Grade/Justification: Teacher Grade/Justification:

These are feasible, understandable design ideas. My only concern is
that you might not fully understand how the coil works b/c I don’t see it
represented in any of these pictures. 7

DESIGN IDEA 1

Features:
● First there is a hole for water came to a cube and there is a filter
separate the good water and the dirts

● Then it goes to the man part which is the coil and what it does is
keep spinning to generate hydro energy

● At last it goes through the cube and transformed the hydro

energy to make the lightbulb light.

(picture)
 DESIGN IDEA 2

(picture) Features:
● First the wind goes into the wind turbine and then goes to the
main part which is the coil.

● From the coil it transformed to energy and go through a wire to

the bottom down until to the ground

● Last is going forward through a wire to the light bulb and make it
light.

DESIGN IDEA 3
 Features:
● First the water go to the coil and the coil rotates and
transformed the water to energy

● Then is a like a small machine to check if the energy is good, if

is good it will go the next part and if it’s not good if it need to
rotates again and if there is any of them is remain, the machine
will automatically get rid of it.

● Then it go through the wire and there is still few more filter and
then at last it will give the best power to the lightbulb and make it
light

(picture)
 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:

I see a great drawing of your final idea and clear descriptions of each
part of the product. 7

CHOSEN DESIGN

Key Features:
● First the wind goes in to the wind turbine then to the coil and we
will put the magnetic field perpendicular to the coil because that
works the best. Then it goes through the wire to the strand

● When it arrives to the strand it will separated to three different

wires. Two is going to the alternator and one needs to go to a
measure machine for voltage and current and stop, so there is
two wires right now.

● At last the two wires goes to board and the alternator and then
to the lightbulb and make it light.

Positives of Chosen Design: Negatives of Chosen Design:

Our design is 100 percent using
(picture) sustainable energy and it goes
through every section that it
should go and that means it will
works pretty well also our coil is
well-designed because we learned
in science class that magnetic field
This is only a brief design for our
final generator so some section is
not very specific and we start
building many problems will
appears automatically because we
are not professional also I am kind
of worried about what if our
fit the best when is perpendicular. generator is cycling well.
 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
plan that contains some
details, resulting in peers
having difficulty following
the plan to create the
solution.
ii. Lists the steps in a plan, ii.
which considers time
and resources, resulting
in peers being able to
follow the plan to create
the solution.
Outlines ​a plan, which
considers the use of
resources and time, sufficient
for peers to be able to follow
to create the solution.

Task Clarification:

Student Grade/Justification: Teacher Grade/Justification:

This is really great work, Oscar. I can see how you logically split up the
tasks among your group and have considered time/tools/materials well.
6

PLANNING DRAWING FOR STEP 1 DESCRIPTION OF STEP

We will make the blades for the wind turbine using

aluminum can then using the stick connect to the blades
and last connect to the chopsticks.

TEAM MEMBER(S) RESPONSIBLE:

Kaw oat, Sally and Oscar

TIME NEEDED:

1 class period

TOOLS:

Scissors and cutter, glue

MATERIALS:

Sticks, aluminium can, chopsticks

PLANNING DRAWING FOR STEP 2 DESCRIPTION OF STEP

We will make the coil

TEAM MEMBER(S) RESPONSIBLE:

Oscar, Kaw oat and Sally

TIME NEEDED:

1 class period

TOOLS:

Tapes, cutter

MATERIALS:

Pipe or paper roll and wires

PLANNING DRAWING FOR STEP 3 DESCRIPTION OF STEP

 We will be connecting to coil together with the turbine and
the magnet.

TEAM MEMBER(S) RESPONSIBLE:

Oscar, Kat oat and Sally

TIME NEEDED:

1 class period

TOOLS:

Glue, tapes maybe scissors or cutter

MATERIALS:

magnets , the coil and the turbine

PLANNING DRAWING FOR STEP 4 DESCRIPTION OF STEP

 Right now we’ve done the wind turbine, coil and the
magnetic field and we combined them already so this step
we are going to using the wire and connect everything to
the alternative current changer because we want direct
current

TEAM MEMBER(S) RESPONSIBLE:

Oscar, Sally and Kaw oat

TIME NEEDED:

1 Class period

TOOLS:

Glue, tapes maybe scissors or cutter

MATERIALS:

We will make a alternative current changer and connect

everything together.

PLANNING DRAWING FOR STEP 5 DESCRIPTION OF STEP

 Right now we’ve done the wind turbine, coil and the
magnetic field and the alternative current changer and we
will combined them and then we will do our final step which
is set up the lightbulb

TEAM MEMBER(S) RESPONSIBLE:

Oscar, Kaw oat and Sally

TIME NEEDED:

1 class period

TOOLS:

Glue, tapes maybe scissors or cutter

MATERIALS:

A lightbulb with a set up and everything we’ve build.

DAILY BUILDING JOURNAL

Date: Monday and Tuesday May 13th and 14th
 Step-by-Step Description:
● We cut some of the flexible paper to
arrows
● Make these pieces equal because this
is the blades so it need to be balance
so when wind comes it can produce
more energy.
Description of Changes (if any)​:
● I make these blades smaller and it
must be the same length and width
because it works the best when it is
equal.

(pic)

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

● Here are one pair of chopsticks and ice ● I only use two of the ice cream stick an
cream sticks rest of them I cut them off and put at
the central and it make the centrol
● The chopsticks is for connecting stable so when winds comes it will not
everything together, also the set of the break.
wind turbine and we will put the ice
cream sticks below the blades because
it is more stable and easier to connect
together.

(pic)
 Step-by-Step Description: Description of Changes (if any)​:
● This is the wind turbine that we build ● I add more hot glue in for each blades
using the material I’ve introduced. and make it more stable make sure it
don’t falls.
● We make each blades 45 degrees
because it works the best also this
works well because of it structure, I
make the central of the turbine light so
when winds comes it will spin
automatically.

(pic)

Plan for Next Session:

● Make the coil and combine with the turbine and check out if it works.uk

Headline (summary) Of Work:

● Using some recycle material to build a wind turbine

Date: Wednesday and Thursday May 15th and 16th

Step-by-Step Description: Description of Changes (if any)​:
● This is our coil, a short blue pipe and ● We rotates the coil again because it’s
we rotates a pile of coil on it. not at the right position.

● We decide to put extra pile of coil and

split to two side and leave some space
to dig a small hole in order to let the
stick pass through.
(pic)
(pic) Step-by-Step Description:
● We connect the wind turbine with the
coil and we had problem that the stick
always going down and up.
● We put a little double sided tape so
when it move this could be a obstacle
and it works pretty well.
Description of Changes (if any)​:
● We need to think about our next step
which is the position of the magnetic
field so we need to put our stick in a
perfect position.
 Step-by-Step Description:
● Inside of the coil we put the magnetic
field in but before that we need to cut
off a little from both side of the stick so
when we put the magnetic field it will
not be together
Description of Changes (if any)​:
● We changes the position based on the
because the magnetic field must be in
the middle and when we put the hot
glue on the magnet it drys really fast so
we try many times until we put it in.

● Before we put the magnetic field in we

need to put some hot glue on it and
because of the pipe is very small so we
need to use scissor to put the magnetic
in.

(pic)

Plan for Next Session:

● We want to make a test and trying to reflect on our first product and trying to make some changes in order to make it better.

Headline (summary) Of Work:

● Finishing up to first model of the generator.

Date: Friday May 17th

(pic) Step-by-Step Description: Description of Changes (if any)​:
● This is our first test based on voltage ● We decided to add more magnetic field
and current and the data didn't meet and put more wires for our coil and if
my expectation. we change these things I think our
product will be better a lot.
● All three parts from the left is about
what is our issues and what will change
and what it will be look like after the
changes
 Step-by-Step Description:
● Based on our design issue, we test our
generator and it only can produce very
little amount of voltage and we are
trying to find some ways to make it
produce more voltage
Description of Changes (if any)​:
● We change to a new type of wire based
on Mr. Jon and Mr. Fernando's opinion
trying to make a generator better.
●

● We’ve decide change a new type of

wire and this kind of wire a thick and
light weight also make sure when we
cross two side of coil there is no
mistake.

(pic)

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

● I put some tape around the central of ● Put some tapes to make our blades
our turbine stronger

● When I put my tape I will make sure it

don’t covers any part so it will not affect
the turbine.

(pic)

Plan for Next Session:

 ● Add more coil. Also, we would test our generator again and keep finding ways to make our generator strong and efficient.

Headline (summary) Of Work:

● Making a huge amount of progress.

Date:21/5/2019
(pic) Step-by-Step Description: Description of Changes (if any)​:
● This our second entry log and what we ● We decide to wrap more coil so we
are changing is our coil. As you can produce more voltage
see in our data we are producing very
less voltage and we hoped that if we
change the coil, the number of voltage
will increase

● In other hand we will make sure when

we wrap the coil we will be really
careful make sure is near the magnetic
field
 Step-by-Step Description: Description of Changes (if any)​:
● Mr. Fernaldo suggest us to increase ● Add extra surface area to our blades
the surface area of out blades so it can because it can spin faster
spin faster

● I got a white future board, cut it un

rectangle and use hot glue to stick on
our blades

(pic)

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

● We want the magnet to stay at one ● We made a circle shaped blocker trying
exact position so then will produce to keep magnet at the same position so
more electricity it can produce more electricity

● We decided to cut a circle shaped

blocker trying to let the magnet stay at
its position and it works pretty well.

(pic)

Plan for Next Session:

● We will start finishing up the generator and make the final improvement. We will make sure that the generator are stable.

Headline (summary) Of Work:

● The almost perfect generator.
Date:26/5/2019
Step-by-Step Description: Description of Changes (if any)​:
● As a mention is last week we changed ● We decide to wrap more coil so we can
to a new type of coil we decided to produce more electricity.
wrap more again because because the
data we got is not in our expectation

● We will wrapped carefully make sure

there is no mistake like last time also
put it more closer to the magnetic field

(pic)

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

● I take the above part out, and what I ● Take the above future board because
find out is that small future board kind that is blocking the wind so it cannot
of block the wind and make a our spins correctly
generator spins slow

● First I tested out with the future board

on and the data is only a little and if i
take it out it increase a lot

(pic)
 Step-by-Step Description: Description of Changes (if any)​:
● This is our final work, it’s not very ● Last time so no changes and I think is
perfect but still meet our expectation, it already good,
produce about 1 volt, spins really fast
coil are good and advance and magnet
is in the perfect position!

(pic)

Plan for Next Session:

● We’re going to finish up the generator.

Headline (summary) Of Work:

● Finishing up everything in the unit.

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 design solution against the design solution against the design
specification based on the specification based on specification based on
results of ​one relevant​ test. relevant​ product testing. authentic product testing.

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 are nice and simple outlines of the success of your solution
based on the product specification. 7
 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.
Our group generator can produce electricity using wind energy right
now and I think we are success in this specification because pur
generator can produce around 1 volts.

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.
My group does not include an electrical alternator in our generator even
though it produce limited electricity but we still don’t want to include an
electrical alternator because its meaningless but I will still count
success because we did what we planned and we did not use the
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
project and could not be replaced with common household items.
The solution is built entirely out of parts gathered from home or the
APIS school community.
I will say it depends because we did buy some extra magnets from
somewhere else but everything else was from school and I feel I am not
success because some of our material are not from our home or
school.
 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
internal elements of the device
and it must be taken apart for
inspection.
Some of the internal elements of
the device can be seen through
various visual access points.
Most of the internal elements of
the device can be seen through
various visual access points. The
purpose of these components is
immediately evident.
All internal elements of the device
can be seen through various
points in the outside of the device.
The purpose of these components
is immediately evident.
Our generator is kind of see
through generator and are really
simple to understand by just
looking at it. I will count it success
because we made our generator
plain and simple with no extra
cover so people can just take a
look and understand how it work.

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.
Our generator only produce
around 1 volt and I will said we are
not successful in this specification
because we did not reached our
goal of producing 3 or more
voltages.
 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:

You have oultined two new ways to improve your design. Good work! 7

NAME OF IMPROVEMENT: Increase the surface area, make a new turbine

(image)

(description) If we changed the surface area of the blades, the turbine will spins faster. We will changed the material for our blades. At the central
of the turbine we can improve our turbine by changing it to light object with round shape. When wind blows it will increase the the speed of of
spinning also in order to produce more electricity.

NAME OF IMPROVEMENT: Wrap more coil use the type that best fit

(image)

(description) This picture is about the improvements for coil. I drawing a well wrapped coil by wrapping a different type of coil that would fit our
generator and increase the wrap. I think this can make our generator better because if we use a stronger and advanced coil then more stable
electricity will be produced, also electron can runs normally and that mean more voltage is going to be produced.
 END OF UNIT REFLECTION

What was your greatest success in this unit?

● My greatest success is produce electricity no matter how much you produce because from the start of the unit I think is hard to make a
generator by our hand and make it produce electricity and that is like a unreachable target but the end my group produce a pretty good
amount of electricity and really make me excited and very happy

What was your biggest challenge during this unit?

● The greatest challenge for our group I guess is the coil because we changed our coil about 5 times and everytime has a different reason
and at a point our group was desperate because we already make 120 wraps each side but suddenly it just all falls apart but at the end
we never give up and make our coil pretty well.
(sentence starter: “My greatest success/challenge was _____ because _____ .”)

Statement SOI: Innovative systems, which harness science to create technology, can change forms of energy
of
and create sustainable solutions.
Inquiry

How did learning to combine SCIENCE and DESIGN help you understand SYSTEMS better?

1: Learning in Science helps us identify many
challenges and problems that we faced during
the building also scientific knowledge always
help when we have some hard questions
2: Combining science and design help me
understand how to make a generator that
could only use sustainable energy. In science
we talk about how electricity and circuit works.
In design we learn the function of the
generator and why we should make it make it.
Combining these two subject together will
create a sustainable working generator that
uses wind or hydro energy to create electricity.
3: For me if there is only science class or there
is only design class i cannot do my generator
because in science we are learning and in
design we are doing and fixing and reflecting.
For example in science class I just know how
electricity works but I don’t have design class
to really test it out and do it so I still cannot
success.

How did creating a generator change your idea about SCIENCE in the real world?
The first time I saw the topic, I am panic and nervous because I imagined when we are creating our own generator we need a lot of
adnavance and materials, there is a lot of troubles and problems comes up while we are building it , i combine my scientific knowledge
with design knowledge to help me build the sustainable generator. Also I think except the coil part we are not really good at but still I
think that we’re making a lot of progress each week.

What are the three most important skills you used during this unit? Explain:

● Building skills because I actually need
to use a my hand to build a generator,
it seems impossible but I think I am
pretty good at building because I build
the turbine for my group
● Critical thinking skills because when
you are building, you will always have
problems and anything could happen to
you must use your critical thinking skills
to solve the problem critically
● Listening skills because when we are
building we need listen the suggestions
from our teacher or teammate because
they might have a better idea and they
are just too shy to shared it or they said
it in a really small voice and sometimes
you cannot heard

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 because if you are working with someone you are not familiar with or you
guys only know each guys a little bit, is hard to be together and work collaboratively but make sure to talk with them listen to their and I think it will
get better just like our group.
(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 think that technology innovation is about creating a well-working generator that works properly, spins fast, make least friction and but
science focus on something totally different, it focus on coils, magnetic field and how the magnet rotates to make an good amount of
electricity. The combination of both can make me understand more about our topic and how is my generator should look like later on.

What one change you would make to this unit?

I think that if i could make one change in this unit,I would give more time for us to build and test because in my point of view the more test you got,
the more suggestions you listen, the more changes you made can make and bring your generator to a higher level.