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Unit Plan - MYP Training

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52 views3 pages

Unit Plan - MYP Training

Uploaded by

mudasirkmohammed
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Unit Title: Designing Sustainable Energy Solutions

Key Concept: Systems


Related Concepts: Innovation, Function, Sustainability
Global Context: Globalization and Sustainability

Statement of Inquiry
Designing sustainable systems can provide innovative solutions to global energy
challenges, fostering environmental stewardship and efficient energy use.
Inquiry Questions
 Factual: What are the different types of renewable energy systems?
 Conceptual: How can design improve the functionality and efficiency of
renewable energy systems?
 Debatable: Is renewable energy the best solution to our current energy
crisis?
Objectives
 Criterion A: Inquiring and Analyzing
o Research various renewable energy systems and analyze their
strengths and limitations.
 Criterion B: Developing Ideas
o Create sketches and initial designs for a sustainable energy system
(e.g., a solar water heater or wind-powered device).
 Criterion C: Creating the Solution
o Use tools and materials to construct a prototype based on the
selected design.
 Criterion D: Evaluating
o Test the prototype’s functionality and efficiency, reflecting on areas
for improvement.
Learning Activities
1. Introduction to Sustainable Energy Systems
o Present different types of renewable energy solutions, emphasizing
solar and wind energy. Discuss the benefits and challenges of each
type.
2. Research and Analysis
o Students research and collect data on solar concentrators, wind
turbines, or other small-scale renewable energy systems. This
phase allows them to understand design considerations, materials,
and environmental impact.
3. Sketching and Prototyping
o Students create initial sketches and designs for their energy
solution. Provide guidance on using design tools and drafting
techniques to visualize their ideas.
4. Building the Prototype
o Using materials such as small mirrors, copper or aluminum pipes,
and simple electronic components, students build a prototype. Your
experience with solar concentrators and machining skills can be
invaluable here as you guide students through assembly and
fabrication processes.
5. Testing and Evaluation
o Students test their prototype under different conditions (e.g.,
sunlight or airflow) and record the results. They analyze the
efficiency of their prototype and suggest modifications based on the
data collected.
6. Reflection and Iteration
o Reflect on the successes and challenges of the project. Encourage
students to consider how their design could be improved and how
similar processes might be applied in real-world engineering.
Assessment Criteria
 Criterion A: Research quality, identifying real-world energy challenges
and analyzing existing solutions.
 Criterion B: Development of sketches and detailed design plans that
demonstrate innovation and sustainability.
 Criterion C: Quality of the prototype, accuracy in following design
specifications, and technical skill.
 Criterion D: Evaluation of the prototype’s functionality, analysis of test
data, and reflective writing on improvements.
Resources Required
 MYP Design Guide, From Principles into Practice, Programme standards
and practices
 Access to basic workshop tools and materials (mirrors, copper/aluminum
pipes, adhesives, solar reflective film, etc.)
 Internet access for research on renewable energy solutions
Reflection and Extension
At the end of the unit, students could explore ways to scale up their prototype or
adapt it for different uses. This connects their project with global sustainability
goals and offers a platform for discussion on the future of renewable energy
solutions.

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