Name: Tawan

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: Innovative systems, which harness science to create technology, can change forms of energy and create
sustainable solutions.
Task Description
G​OAL To create a model prototype of a sustainable energy generator which is easy to understand and potentially useful.

R​OLE You will be the ELECTRICAL ENGINEER.

A​UDIENCE Your client is the PROVINCIAL ELECTRICITY AUTHORITY.

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

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: You have begun to explain the need for solving this problem by
including your reasons and evidence. 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 designing.  

PROBLEM​: What is the problem The problem that burning coal and oil isn’t going to work for long since it is wasting, pollution, pretty
P you are going to solve? expensive and is running out.

What information do you already A lot of basic background knowledge about pollution, worlds issues, natural resources, solutions that
know about this problem? are in progress, and also about cars and things that could be change to fix this problem.

CLIENT​: Who is the client? Everyone that uses electricity and perhaps people that will receive electricity since when electricity is
C easily produced, more of it will be produced and will be enough for people in need and maybe even
cost cheaper.
Why are you interested in designing It also includes my family and me, environments around me and the planet we live. Also that the best
for this client? for humanity is for everyone to get it.

EVIDENCE OF THE NEED​: What People are polluting the air so much diseases are increasing. Animals are dying from harmed
E evidence, observations, or ideas do environment and the ocean is dirty from our smelly plastic trash that never goes out.
you have about the nature of the
 problem?

Why has the client asked you to Because the problem is harming everyone of humanity, leaving it could lead to further and bigger
solve this problem? problems to humanity.

EXPLANATION OF It is a global issue harming everybody and the planet which will lead to Earth dying too soon, exporting
E IMPORTANCE​: Why is this human to another planet to live, etc.
problem an important one to solve?

How will solving this problem help Because sustainable resources are sustainable and the usage of resources we have right now needs
you understand the Global to be developed to use sustainable resources which is as our global context: Sustainability and
Context? Development.
 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:

You have stated and prioritized the research needed to solve the
problem. Would love for you to put the image as horizontal so I
can see it all. Instead I had to move it for you. 5
 RESEARCH AND ANALYSIS 3: ANALYZE EXISTING PRODUCTS
Level 1-2 Level 3-4 Level 5-6 Level 7-8

i. States ​the main features of i. Outlines the main i. Describes ​the main features
an existing product that features of an existing of an existing product that
inspires a solution to the product that inspires a inspires a solution to the
problem. solution to the problem. problem.

Task Clarification:

Student Grade/Justification: Teacher Grade/Justification:

Excellent analysis of 3 very different products. Good work here! 6
EXISTING PRODUCT ANALYSIS 1: (name of the product)
AESTHETICS: It is a good invention that does not take up too much
space and could be a pathway in rivers.
COST: It is less expensive than normal inventions according to the
advantages in the site.
SAFETY: This machine could be more safety by designing covers of the
engine incase people trip in.
FUNCTION:Using river flows and transfer it to electricity which works
best in the summer.
CUSTOMER:”Mountain Ranges where the downward inclination of a
river is remarkable, including areas near to the glaciers, or near to the
sources of rivers (Mountain Ranges). In Pakistan there are many
possible sites like Kaghan, Naran, Sawat Valley, Kashmir, Chitral, and
Skardu.” (Alternative Energy News)
ENVIRONMENT:According to the advantages, this machine is Eco
Friendly.
SIZE: It will probably be designed based on specific rivers they are
going to put it.
MATERIALS: “Stream collector bodies.
Stream collector holding structure.
Concrete walls.
Stream outlet.
Generator holding structure.
Generator turbine.
Sideways canals for excessive water flow.
Water level monitoring system, connected to the mechanical system
(for lifting the stream collector bodies and turbine units, upward and
downward).
Infrastructure for electrical power stabilization and distribution”
(Alternative Energy News)
EXISTING PRODUCT ANALYSIS 1: Solar Wind

AESTHETICS: This is a good invention using bridges that has extra CUSTOMER:It could produce 40 Kilowatt hours of electricity which the
spaces to produce energy with wind turbines. use of it is not stated since the invention does not exist.

COST: It does cost a bit much but still made out of reusable plastic at ENVIRONMENT:It is eco friendly that will help reduce greenhouse
some parts of the bridge. gases. Some parts will be using solar cells.

SAFETY: These inventions are additional to bridges not making new SIZE: Turbines are differently ordered for different amount of space.
bridges.

FUNCTION:Produces 40 kilowatt hours of electricity, reduces MATERIALS: Some parts are plastic,mostly concrete from the original
greenhouse gases. bridge.
EXISTING PRODUCT ANALYSIS 1: Sustainable tent

AESTHETICS: This invention is really useful to everybody especially to CUSTOMER:Anybody who wants to collect rainwater and solar energy.
refugees in the hot places. It is designed for refugees who are displaced around the globe.

COST: It is not stated but probably in a certain level. ENVIRONMENT: It does not impact the environment at all unless it is
placed in the wrong place and time since it is designed to be portable.

SAFETY: It is weather proof and also strong but lightweight. SIZE: The product needs to be easy to fold up and transport and also
big enough for a few people to live in so it would not be too big and not
too small.

FUNCTION:It collects rainwater and solar energy for people in places in MATERIALS: It is made out of special tent fabric that is really safe and
need. sustainable.

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.

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.

DESIGN SPECIFICATION 5

The device produces measurable electrical energy.

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

i. Presents one ​design idea,
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 i.
design ideas, using an
appropriate medium(s)
and labels key features,
which can be interpreted
by others.
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 nice design ideas with key features described. Nice work! 5

DESIGN IDEA 1

Features:
● Use waves and hydro energy to spin the wires surrounded by
magnets pushing the electrons to move quickly through the
wires.

●
DESIGN IDEA 2

Features:
● This is a house invention that easily fits in with houses on their
rooftops.

● It’s form could be imagined like a pirate ship’s post that has
fabric to control wind for their advantage.

● This invention uses wind to spin the post and the wires
surrounded by magnets to create electricity for the house.

DESIGN IDEA 3
Features:
● This is like a windmill but it is extraordinary.

● It is a tall post with fans by two edges facing different sides, in

addition of half a pirate ship’s post.

● The wires surrounded by magnets are spinned in two

conditions. 1) The upper post causes the middle part between it
and the fans spins. 2) Since there has been no experiment this
invention isn’t accurate on it’s function especially #2. When the
upper part of the post spins, the fans goes through winds and
will spin if the wind is strong enough.
 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:

You have presented the image but have not adequately stated the key
features to be given full credit. You were almost at a 6. Instead it’s a 4.

CHOSEN DESIGN

Key Features:
● A sailor designed for rooftops spins by the wind.

● Rotates the magnet inside the coil creating electricity.

Positives of Chosen Design: Negatives of Chosen Design:

It is the smallest design of all and It would be better to test the
it fits the project. Could be product up the roof as it have
recycled. been designed for.
 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:

Excellent planning drawings and detailed list of steps. Great work! 6

PLANNING DRAWING FOR STEP 1 DESCRIPTION OF STEP

 This the whole machine and how it looks like. When parts
are done we take them and combine them together.

TEAM MEMBER(S) RESPONSIBLE:

Tawan, Shawn

TIME NEEDED:

10-20 mins after every part is done.

TOOLS:

Metal saw, Scissors for cutting wires,

MATERIALS:

Wires, Bamboo, Sailor Cloth, Rubberband,

PLANNING DRAWING FOR STEP 2 DESCRIPTION OF STEP

 Make half s looking hooks from wires and point them into
the bamboo. Have the sailor cloth cut holes and thake the
hook in the each hole.

TEAM MEMBER(S) RESPONSIBLE:

Tawan, Shawn

TIME NEEDED:

30 mins

TOOLS:

Metal saw, Scissors for cutting wires,

MATERIALS:

Wires, Bamboo, Sailor Cloth, Rubberband

PLANNING DRAWING FOR STEP 3 DESCRIPTION OF STEP

 This is the material chart of how much of what size do we
want for each material.

TEAM MEMBER(S) RESPONSIBLE:

Tawan, Shawn

TIME NEEDED:

--

TOOLS:

Metal saw, Scissors for cutting wires,

MATERIALS:

Wires, Bamboo, Sailor Cloth, Rubberband

PLANNING DRAWING FOR STEP 4 DESCRIPTION OF STEP

 On the top, the bamboo has a whole which air could flow in.
To prevent air affecting the electric circuit inside, put a
small sailor cloth on with a rubber band.

TEAM MEMBER(S) RESPONSIBLE:

Tawan, Shawn

TIME NEEDED:

5-10 mins

TOOLS:

Metal saw, Scissors for cutting wires,

MATERIALS:

Wires, Bamboo, Sailor Cloth, Rubberband

PLANNING DRAWING FOR STEP 5 DESCRIPTION OF STEP

 Stick the magnet to the top bamboo so it spins. Have wire
around it and also wires inside the bamboo.

TEAM MEMBER(S) RESPONSIBLE:

Tawan, Shawn

TIME NEEDED:

TOOLS:

Metal saw, Scissors for cutting wires,

MATERIALS:

Wires, Bamboo, Sailor Cloth, Rubberband

DAILY BUILDING JOURNAL

Date:16/05/2019
(pic) Step-by-Step Description:
● We started building and we realized
how heavy bamboo are. We then
changed the structure of bamboos to
chopsticks to reduce the weight.
● We then cut a plastic bottles into halves
and hot glued them to each side of the
chopstick on the top. After that, put
holes through a tissue tube, put the
chopstick through it. We hto glued 3
Description of Changes (if any)​:
● We had to change the side bamboos to
half sprite bottle each side since the
bamboos were heavier than we thought
that it couldn’t spin on the sides. We
needed to change almost the whole
design. We have two chopsticks hot
glued and wired perpendicularly. A
tissue tube and a cap drilled to put
through the chopstick. 3 magnets hot
glued to the each side of the chopstick.
 magnets to each side of the chopstick
that was inside of the tissue tube. We
observed that the tissue tube moves by
the gravity so we hot glued a cap that
has a hole to the bottom of the tissue
tube through the chopstick.
● According to the experiment, our
generator didn’t produce measurable
energy. It barely spin and that there is
many problems we need to solve.

Plan for Next Session:

● We think the first problem to fix is the blades that are too flexible and weak. We chose future boards as our new material.

Headline (summary) Of Work:

● Completed generator looks barely like the planned design that failed to produce measurable electricity.

Date:23/05/2019
(pic) Step-by-Step Description: Description of Changes (if any)​:
● We took off the plastic blades for ● We had to change the material of the
changing materials. blades thinking that it would help the
generator spin.
● We cut future boards to two pieces of
approximately 6x8 rectangles and hot
glued it to the stick.
● We produced 0.001 Amps from the
generator spinning really slowly.

Plan for Next Session:

● We decided to change the arrangement of the magnets when they are glued to the stick.

Headline (summary) Of Work:

● Generator improved by 0.001 amps just changing blades from plastic to future boards.
Date:23/05/2019
(pic) Step-by-Step Description:
● We took out the 3 magnets that was
stuck onto each side of the stick inside
the tissue tube. The problem is that the
length between the magnets are just
the stick , and hot glue. It makes the
magnets pull towards each other and
changes the arrangement.
Description of Changes (if any)​:
● We changed the arrangement of the
magnets to form up a line with the stick
in the between 3 magnets. We had to
put tiny future boards to stable the form
of the magnets.

● We solved this problem by glueing tiny

pieces of future boards between each
side of the chopstick and the magnets
so it increases the length between the
magnets, the magnets are now
arranged to a straight line. This way,
the magnetic field is also expanded by
the radius of a full line.
● When we test it, we got the results of
0.001 volts.

Plan for Next Session:

● We need to change the bottle cap under the tissue tube to above the tissue tube.

Headline (summary) Of Work:

● Design barely progressed by changing the arrangement of the magnets.

Date:27/05/2019
(pic) Step-by-Step Description: Description of Changes (if any)​:
● We took apart the tissue tube, magnets ● The bottle cap from under to above the
and the bottle cap. tissue tube.

● We then put it back in new order to

 change the use of the bottle cap. The
bottle cap goes in first, then the tissue
tube then the magnets inside the tube.
● When the air pushes the blades, the
stick moves. After this change, the
bottle cap will stop the stick from
moving too much. If the stick moves too
much, the magnets hit the bottom end
inside the tube and electricity won’t be
produced properly.
● The test was a good improvement.
From 0.001 volts to 0.062 volts.

Plan for Next Session:

● We will improve our electricity production by fixing our electrical generator.

Headline (summary) Of Work:

● Generator improved a lot from almost nothing to almost something.

Date:28/05/2019
(pic) Step-by-Step Description: Description of Changes (if any)​:
● We want to level up our electrical ● We wrapped the tube 300 more round
generator so it produces more energy. each side and added 2 more magnets.
● We recoil the tube from 100 rounds
each side to 400 round each side. Also
we added 2 more magnets, 1 on each
side.
● The experiment went amazingly great.
Comparing to other generator, it
produces really low energy but
comparing to the last test, big
improvement. From 0.062 volts to
0.143 volts.
 Plan for Next Session:
● No more further experiments.

Headline (summary) Of Work:

● Design ended its last experiment with a really big improvement of small electricity.

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 very detailed outlines of the success of your solution. Great
work! 8

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 uses wind energy to produce electricity. The generator works horizontally so it functions be having pretty strong air to spin the blades.
There is 4 magnets hot glued to each side of chopstick. When the magnets spins, the induction of the magnetic force field and the coil uches the
electrons to move. The flow if electrons carries negative electric charges and produces electricity using wind 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.
The solution does include electrical alternator. In order for the generator to generate electricity, there needs to be the induction between the coil and
the magnet. The force to push the electrons needs the magnets to spin. This part of the generator is the electrical generator and it is mostly formed
having the magnets outside and the coil spinning inside. Our generator uses the form of having the magnets spinning inside and having the coil
outside since the usual form requires more tools than we need to. After having that done, we need to measure the electricity. Electricity out of the
generator is in the alternate current which is unstable when we measure it. We need to change the current to direct so it is measurable. The
electrical alternator is the breadboard that has the circuit to change the current from alternating to direct. We use a voltmeter to measure the amount
of electricity.
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 is built using common household items. The structure is a pair of chopsticks hot glued together forming a T. The blades are
phone-sized future boards. The electric generator is a tissue tube wrapped in 400 hundred rounds of wires each half and 8 magnets hot glued to the
chopstick, 4 on each side.

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.
The solution is obviously a power generator using wind energy. It looks like a wind turbine by the blades and the long structure. With the wires
outside, it shows something about electricity since wires are mostly used for electricity. If the generator is connected to the voltmeter, it would be
even more obvious. With more wires and numbers labeled with letters, it simply looks like an experiment project. There will be confusion about the
bottle lid and maybe the tape but it would be a very simple, short explanation with a few words.
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.
At the first experiment, we produced no measurable energy. There was plenty of issues to the design; the weak plastic blades and the amount of
friction where the tissue tube and the chopstick interact. At the second test we got 0.001 volts after changing the blades from plastic to future
boards. We then found out that the way the generator spins seems unbalanced. Mr. Fernando figured out that we should change the arrangement
of the magnets that it wasn’t straight forming a line. We changed it putting small future boards to increase the length between the magnets. It didn’t
help that much though; from 0.001 amps to 0.001 volts. After that, Mr. Jimmy showed us that the wind pushes the blades and the chopstick
backwards which makes the magnets stay out of place, not in the middle. We changed the position of the bottle cap from under to above the tissue
tube to stop the chopstick from moving. We got from 0.001 volts to 0.062 volts. We wanted to produce more so we wrapped the tissue tube with 300
more rounds of wire each side, and also added 2 more magnets to each side inside the tube. Our last experiment was even better than the previous
one; from 0.062 volts to 0.143 volts. Although it produces really low energy, the progress and improvement was pretty successful.
 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:

No work to assess. 0

You have outlined two ways in which the solution coudl be improved.
Good work! 7

NAME OF IMPROVEMENT: Bigger hole

I would want to increase the size of the holes on the tissue tube. If we do that, there will be less friction to the stick when it is spinning. If the
generator spins faster due to less friction, electricity is created more.

NAME OF IMPROVEMENT: Closer Range

I will move the 800 wraps of wire closer to the magnet in the middle. By doing this, the magnetic field will inject with the wires more when they are
closer and hopefully more electricity will be produced.
 END OF UNIT REFLECTION

What was your greatest success in this unit?

● My greatest success will probably be the measurable improvement of the generator we built. I think it is a really nice thing to see your
generator improving. I would rather see it produce low electricity but improves than seeing it produce so much electricity but did not
improve at all or even got worse.

What was your biggest challenge during this unit?

● To face a really hard choice of changes. My plans about the design completely failed in the part of materials. We needed to change every
material and find replacements since the plans were not planned out very well.
(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: It helped me realize how science combined 2:I learned about the electric circuit which 3: I think I understood the system of the circuit
with design looks like. I then understand the works as a system. One thing gets wrong and more. Especially the breadboard system.
basic of life where science and design lies the whole thing is ruined.
everywhere all around.

How did creating a generator change your idea about SCIENCE in the real world?

I think that the more I learned in details I reflect back in the innovated intelligence of human.

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

● I think communication skills is one ● Research skills would be one of them. ● Self-management skills is a personal
important one since my partner, Researching for examples are hard to skill that I think was important for me.
 Shawn, is new to English. It is one of
the challenges I had to face when
speaking to him.
inspire us in this case. A guy like me
needs examples for most of the things
and if the examples are way too far
from the objective, it is difficult to plan
out the project.
Since Shawn understand less than me,
as a partner, it is my job to explain and
help him out in certain cases. Things
that was shared I need to organize it
myself out of class time and tell him
what to do.

This unit we worked on the ATL SKILLS of TRANSFER and COLLABORATION. Which one was the hardest? Why?

Collaboration is a hard one to do well on since Shawn is new to most of the things here. I think I did pretty well though. I managed to give Shawn
the help he needed and let him participate as much as possible. The most difficult of all was talking to him and explaining things. I used hand
gestures and body language to help and also used some of the Chinese students to help translate my words to Shawn
(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 breadboard, the electrical charges, the circuit outline and how innovative humans have been before now.

What one change you would make to this unit?

I would want to work more effectively in each class. Spend more time in the action than being distracted by conversations and others’
generator.