Name: Pooh

Scenario: You have been hired as a ​PRODUCT DEVELOPER​ by a company that is trying to create a means of
cheaply and efficiently filtering fine air particles. Your company is in Chiang Mai so you will work using local
materials.

Understanding how systems interact can inspire the creation of solutions to the consequences of local and global environmental issues.

Task Description
G​OAL To create an air filtration device which is suited to the needs of your intended clients.

R​OLE You will be the product researcher, designer, builder, and tester. You will also be the expert on human physiology and the
principles of physics inherent to air filtration.

A​UDIENCE Your clients are members of the APIS community.

S​ITUATION You are in the first few weeks of a new job as a PRODUCT DEVELOPER.

P​RODUCT 1. A completed and functional Air Filtration Device

2. An assessment of your Scientific Knowledge
3. Your Product Development Journal
4. A pitch to the APIS community promoting your product

S​TANDARDS You will be assessed against MYP Design Criteria A - D, MYP Science Criteria A + D, and MYP IDU Criteria A - D.

DUE on MARCH 15TH


Level 1-2
D i. Designs a​ testing
method​, which is used
to measure the success
of the solution.
ii. States ​the success of
the solution.
S i. ​state ​a problem or question to
be tested by a scientific
investigation
ii. outline ​a testable hypothesis
iii. outline ​the variables
iv. design ​a method, with
limited success
i. collect and presen​t data in
numerical and/or visual forms
ii. ​interpret ​data
EVALUATING 1:Evaluate the Success of the Solution
Level 3-4 Level 5-6
i. Designs a relevant i. Designs relevant i.
testing ​method​, which testing ​methods​, which
generates data, to generates data, to
measure the success of measure the success of
the solution. the solution.
ii. Outlines ​the success of ii. Explains ​the success of ii.
the solution against the the solution against the
design specification design specification
based on based on ​relevant
product testing.
i. ​outline ​a problem or question i. ​describe ​a problem or
to be tested by a scientific question to be tested by a
investigation scientific investigation
ii. formulate ​a testable ii. formulate ​and ​explain ​a
hypothesis using scientific testable hypothesis using
reasoning scientific reasoning
iii. outline​ how to manipulate iii. describe​ how to manipulate
the variables, and​ outline​ how the variables, and ​describe
relevant data will be collected how sufficient, relevant data will
be collected
iv. design a safe method​ in
which he or she selects iv. design a complete and
materials and equipment. safe method​ in which he or she
selects appropriate materials
and equipment.
i. correctly collect and present i. correctly collect, organize
data in numerical and/or visual and present​ data in numerical
forms and/or visual forms
ii. accurately ​interpret ​data and ii. accurately ​interpret ​data and
Level 7-8
Describes detailed and
relevant ​testing ​methods​,
which generate data, to
measure the success of the
solution.
Critically ​evaluates​ the
success of the solution
against the design
specification based on
authentic​ product testing.
i.​ explain ​a problem or question
to be tested by a scientific
investigation
ii. formulate​ and e​ xplain ​a
testable hypothesis using
correct​ scientific reasoning
iii. explain​ how to manipulate
the variables, and ​explain​ how
sufficient, relevant data will be
collected
iv. design a logical, complete
and safe method​ in which he
or she selects appropriate
materials and equipment.
i.correctly collect, organize,
transform​ and present data in
numerical and/or visual forms
ii. accurately ​interpret ​data and
 iii. ​state ​the validity of a
hypothesis based on the
outcome of a scientific
investigation
iv. ​state ​the validity of the
method based on the outcome of iv. ​outline ​the validity of the
a scientific investigation
v. ​state ​improvements or
extensions to the method.
Task Clarification:
explain ​results
iii. ​outline ​the validity of a
hypothesis based on the
outcome of a scientific
investigation
method based on the outcome of
a scientific investigation
v. ​outline ​improvements or
extensions to the method that
would benefit the scientific
investigation.
explain ​results using ​scientific explain ​results using ​correct
reasoning scientific reasoning
iii. ​discuss ​the validity of a iii. ​evaluate ​the validity of a
hypothesis based on the hypothesis based on the
outcome of a scientific outcome of a scientific
investigation investigation
iv. ​discuss ​the validity of the iv. ​evaluate ​the validity of the
method based on the outcome of method based on the outcome of
a scientific investigation a scientific investigation
v. ​describe ​improvements or v. ​explain ​improvements or
extensions to the method that extensions to the method that
would benefit the scientific would benefit the scientific
investigation. investigation.

Student Grade/Justification: Teacher Grade/Justification:

AQI CONVERSION TABLE

1A- DEVELOPING A SCIENTIFIC TESTING METHOD

(upload Science Report to Science Google Classroom)

1B - EVALUATING SCIENTIFIC DATA

(upload Science Report to Science Google Classroom)

2A - DEVELOPING A DESIGN THINKING TESTING METHOD

(interview questions and answers with your client)

 2B - EVALUATING DESIGN DATA USING YOUR DESIGN SPECIFICATION

(copy your Design Specifications here)

(evaluate your final product based on the scientific and interview data you’ve collected)
 EVALUATING 2: Explain the Impact of the Solution
Level 1-2 Level 3-4 Level 5-6 Level 7-8

D iii. Outlines ​the impact of the iii. Explains ​the impact of the iii. Explains ​the impact of the
solution on the client/target solution on the client/target solution on the client/target
audience. audience, ​with guidance​. audience.

S i. Outline ​the ways in which
science is used to address
a specific problem or issue.
ii. Outline ​the implications of
using science to solve a
specific problem or issue,
interacting with a factor.
i. Summarize ​the ways in
which science is applied
and used to address a
specific problem or issue
ii. Describe ​the implications
of using science and its
application to solve a
specific problem or issue,
interacting with a factor
i. Describe ​the ways in which
science is applied and used
to address a specific
problem or issue
ii. Discuss ​the implications of
using science and its
application to solve a
specific problem or issue,
interacting with a factor
i. Explain ​the ways in which
science is applied and used
to address a specific
problem or issue
ii. Discuss and evaluate​ the
implications of using
science and its application
to solve a specific problem
or issue, interacting with a
factor.

Task Clarification:

Student Grade/Justification: Teacher Grade/Justification:

IN WHAT WAYS DID YOUR DESIGN SOLVE THE PROBLEM?

Our problem was the air qualities and we help and solve the problem by making a air filtration machine for our client classroom. The air
filtration help to clean the air in the classroom more then no filtering machine but the air might still be abit bad but better than no
filtering machine.

IN WHAT WAYS DID YOU FAIL TO SOLVE THE PROBLEM?

We have fail to solve the problem by failing to one of the client need on our product, The thing that we fail on our client need is how
stable our product are. Our client said that the product same to be weak and it look like that it’s gonna be broken soon, the client said
that we has only one thing that we fail on so I think that is the one thing that we fail to solve.
 HOW COULD YOU SOLVE THE PROBLEM BETTER NEXT TIME?

I think to changes the failure that we made is to create something new or changes our material that we use to make our box. We are
using a cardboard box to build our box but right now the box is really big so we ahs to cut out two to three cardboard box and stick
them together and this made our box weak. Changes the material of the box to a better or more stable material that will look better and
more stable will be what our client need.

EXPLAIN THE SCIENTIFIC PRINCIPLES (CONCEPTS) USED IN YOUR DESIGN:

The

TO WHAT EXTENT DID THE USE OF SCIENTIFIC PRINCIPLES (CONCEPTS) IN YOUR DESIGN HELP YOU CREATE A SOLUTION WHICH
IMPROVED THE APIS COMMUNITY´S HEALTH:

WHAT ARE THE ADVANTAGES AND DISADVANTAGES OF USING A SCIENTIFIC APPROACH TO SOLVE COMMUNITY HEALTH
PROBLEMS (LIKE THE AIR QUALITY ISSUES IN CHIANG MAI)?

The advantage of using science to solve community health is

 END OF UNIT AND IDU REFLECTION
Criterion A: Disciplinary Grounding
- demonstrate relevant disciplinary factual, conceptual and/or procedural knowledge.
Level 1-2 Level 3-4 Level 5-6 Level 7-8
i. demonstrates limited i. demonstrates some relevant i. demonstrates most necessary i. demonstrates extensive
relevant disciplinary disciplinary grounding. disciplinary grounding. necessary disciplinary
grounding. grounding.

What I need to do…

● Nothing. Mr John and Mr John will combine your Design and Science grades here.

Self-Assessment Grade and Explanation Teacher Grade and Explanation

Criterion B: Synthesizing 
- synthesize disciplinary knowledge to demonstrate interdisciplinary understanding.
Level 1-2 Level 3-4 Level 5-6 Level 7-8
i. establishes few and/or i. connects ​disciplinary i. synthesizes ​disciplinary i. synthesizes ​disciplinary
superficial ​connections knowledge to achieve knowledge to demonstrate knowledge to demonstrate
between disciplinary adequate ​understanding. consistent, thorough consistent, thorough ​and
knowledge.. interdisciplinary insightful ​interdisciplinary
understanding. understanding.

What I need to do…

● Answer the questions below to the best of your ability.
● Look at the Grading Criteria (above) as a guide to complete the questions.

Self-Assessment Grade and Explanation Teacher Grade and Explanation

   
Criterion D: Reflecting 
- reflect on the development of their own interdisciplinary understanding
- evaluate the benefits and limitations of disciplinary and interdisciplinary knowledge and ways of knowing in
specific situations.
Level 1-2 Level 3-4 Level 5-6 Level 7-8
i. demonstrates ​limited i. demonstrates ​adequate i. Demonstrates ​significant i. demonstrates ​thorough ​and
reflection on his or her reflection on his or her reflection on his or her nuanced ​reflection on his or
development of development of development of her development of
interdisciplinary interdisciplinary interdisciplinary interdisciplinary
understanding understanding understanding understanding
ii. describes superficially ​the ii. describes some ​benefits ii. explains ​the limitations and ii. evaluates thoroughly ​and
limitations ​or ​benefits of and ​limitations of disciplinary benefits of disciplinary and with sophistication ​the
disciplinary and and interdisciplinary interdisciplinary knowledge in limitations and benefits of
interdisciplinary knowledge in knowledge in specific specific situations. disciplinary and
specific situations. situations. interdisciplinary knowledge
and ​ways of knowing i​ n
specific situations.

What I need to do…

● Reflect on yourself as a learner in InS and Design classes and in the IDU (the combination of both subjects)
● Reflect on the strengths and weaknesses of having IDUs

Self-Assessment Grade and Explanation Teacher Grade and Explanation

   
Criterion C: Communicating 
- use appropriate strategies to communicate interdisciplinary understanding effectively
- document sources using recognized conventions
Level 1-2 Level 3-4 Level 5-6 Level 7-8
i. communicates i. communicates i. communicates i. communicates
interdisciplinary interdisciplinary interdisciplinary interdisciplinary
understanding with ​little understanding with ​some understanding that is understanding that is
structure, clarity or coherence organization and coherence, generally ​organized, clear consistently ​well structured,
recognizing ​appropriate and coherent, ​beginning ​to clear and coherent, using
forms or media use selected forms or media selected forms or media
ii. lists ​sources. effectively effectively
ii. documents relevant ​sources ii. consistently documents
using a recognized well- chosen ​sources using a
convention. recognized convention.

What I need to do…

Communicate your understanding of the Air Filtration unit to the best of your ability.
● Organize information effectively.
● Add structure to your answers.
● Include outside media (not just words)...images from your journal...examples from your solution. Etc.

Self-Assessment Grade and Explanation Teacher Grade and Explanation

What was your greatest success in this unit?

● My greatest Successes on this unit is were Me and my partner combine our mind together and design our own filter machine and we
communicate well and work on our building part and it turn out really great. I think we communicate well together we organise what we
have to do and we share work so that all of our work are done in time and we help each other that is why is so successful for me.

What was your biggest challenge during this unit?

● My biggest challenge during this unit is the science lab report is where I am having a big trouble about because I am not understand what I
should be doing cause I miss school for the whole on the testing weak for science and I am not able to focus on the data that I didn’t do it
myself and I don’t really understand it too.
 (sentence starter: “My greatest success/challenge was _____ because _____ .”)

Statement
of Understanding how system interact can inspire the creation of solutions to local and global environmental issue.
Inquiry

What are the two ways we looked at SYSTEMS this unit?

1: Invention 2: Perspective

How did creating an AIR FILTRATION DEVICE help you understand Science?

I help to understand that how dangerous PM2.5 are and how each type of filter material and what is the best for use to use so that we
are most protected from PM2.5, I have learn the unit of PM2.5 and understand a lot that PM2.5 are really small so that some type of filter
might not even effect it.

How did studying Science help you build a better AIR FILTRATION DEVICE?

I learn and it help me to choose which filter material should we be using to build our filter so that is the movie relevant and effect to
PM2.5 the most, before choosing the material we have already tell all of them out and see that which one collect more pollution so that
we are not choosing without evidence.

What are the three most important skills you used during this unit? Which classes did you use those skills in?

● ● ●

This unit we worked on the ATL SKILLS of PROFESSIONAL COMMUNICATION and _________. Which one was the hardest? Why?

(sentence starter: “This unit I found the skill of ______ to be most challenging because ______ .”)

What did you learn about COMMUNICATION this unit?

What is one important change you would make to the structure or subject of this unit?