Personal Project Report

Student name: Elly Albertini

Student code: hyp410

School name: Mercedes College

Supervisor: Ms. Liza Siviour

School number: 000540

Title of the Project:

Rebuilding a car engine of a Subaru RS

Goal of the Project:

To reconstruct a blown engine of a vehicle and incorporate a numerous amount of

sustainable features during the process. Consequently, being fuel efficient and filtering

and decreasing the amount of harmful gasses produced from the car, to reduce the

impact on the environment and human health.

Length (word count):

2982

1

Table of Contents

Investigating Page 3

Planning Page 6

Taking-Action Page 8

Reflecting Page 10

Bibliography Page 13

Appendix Page 15

Academic Honesty Form Page 25

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Investigating

Definition of the goal and global context for the project, based on personal interests

My chosen goal for my personal project is to reconstruct a blown engine of a vehicle and

incorporate a numerous amount of sustainable features during the process. These include

being fuel-efficient and filtering and decreasing the amount of harmful gasses produced

from the car to reduce the impact on the environment and human health. I ought to have

completed my product/outcome before term 3, having a reasonable amount of time to

recover from any issues or mistakes while rebuilding the engine. Moreover, I would like to

learn more about the function of a car that I’m interested in and learning how to maintain it

and how to reduce the amount of pollutants released in old cars.

My chosen global context for my personal project is ‘Globalisation and Sustainability’. This

global context best applies to my project as it relates to the issue of global warming and the

impact on decision making. Moreover, it explores the methods of creating sustainable living

as an improvement to our environment and human health, which is my main goal in

creating an eco-friendly car. It also focusses on the interconnections of human-made

systems, relating to the efficiency of my project and how it mediates and reinforces the

awareness of this issue (GEMS, 2020).

My personal project is personally important to me, as it is a one-time experience, and it also

explores all of my favourite topics, subjects, and interests. It provides me with an

opportunity to learn and explore something that I am interested in including, engineering

and cars, especially Subaru, as it’s a car I am hoping to drive in the future. Moreover, I have

the freedom to organise and complete this project within a specific timeframe, offering the

development of independence, through picking a unique topic to investigate individually.

Additionally, it will help me learn new skills and personal abilities, possibly assisting with my

focus toward future jobs. Furthermore, as cars contribute to global warming, I can express

my strong opinions about global warming and ways to reduce it.

My original goal only explored the creations and process of rebuilding a blown engine of a

car. However, after finalising my choice of the global context ‘Globalisation and

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Sustainability’, I removed the process of disassembling the blown engine from my goal,

changing it to “To reconstruct a blown engine of a vehicle and incorporate a numerous

amount of sustainable features during the process. Consequently, being fuel efficient and

filtering and decreasing the amount of harmful gasses produced from the car, to reduce the

impact on the environment and human health.”. Furthermore, to mainly focus on the

sustainability of the vehicle and to allow for more extensive research relating to my global

context to create meaning.

Identification of prior learning and subject-specific knowledge relevant to the project

Prior Learning

The issue of global warming has become a major focus in the media, including the news,

social media, and tv shows. I have seen many videos and reports on the impact of global

warming, especially on the environment. For example, the sea ice in the Arctic is

diminishing, affecting the polar bear’s ability to find food to survive, which has been

displayed vigorously in the media (WWF, 2020).

Global warming has become a major issue in our society today and is barely being taken into

concern. My family has a particular interest in cars, especially fixing old cars that usually

produce a variety of harmful emissions into the air to become more fuel-efficient and eco-

friendly.

Subject specific knowledge

The MYP subjects, Humanities and Science, provided me with a brief outlook on the effects

of global warming and particular ways to reduce it.

In Science, we explored the most harmful contributions to global warming and pollution. We

researched the effects it had on our ecosystem and the extensive ways we could reduce it

by using eco-friendly technology such as solar panels, wind turbines, and tidal energy.

In Humanities, we learned about the impact of global warming and particular ideas to

contribute to reducing it. We also explored easier and cheaper options to help with the

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prevention of global warming, and how we can help with simple methods at home (Refer to

appendix 1).

Demonstration of research skills

The research skills I had when I started the project only included, collecting, recording, and

verifying data from websites, which would also take me a long time to find one. I would also

use extremely long sentences to search into google and usually only focussed on using

primary resources to gather information.

Throughout this project, I have developed my research skills significantly through gathering

a large variety of sources and following the student step by step guide (England, 2015).

Moreover, this allowed me to evaluate the currency, authority, accuracy, and objectivity of

my gathered sources to identify which were useful or unreliable (Refer to appendix 2).

Furthermore, I researched a large variety of different sources, including, books, disks,

videos, websites, internet, journals, first-hand, and also two interviews. Personally, the

interviews, websites, and videos proved to be the most useful for my project. Additionally, I

was able to ask first-hand questions specifically relating to my project from a professional

automotive mechanic (Refer to Appendix 3), and I was also able to view the process of

rebuilding and cleaning the car online. Lastly, finding a large variety of websites and

gathering information also helped improve my research skills and how to identify unreliable

sources of information.

The research skills I developed and also improved throughout the project consisted of

accessing, collecting, and analysing data to identify solutions and make informed decisions

on which sustainable products I should incorporate into my product. Through evaluating a

wide range of sources and media, I was able to learn how to locate, organise, analyse,

evaluate, synthesise, and ethically use the information and reword it into my version.

Furthermore, seeking a wide range of perspectives from multiple and varied sources and

comparing, contrasting, and drawing connections among (multi)media resources when

researching (Refer to Appendix 4). Moreover, I also learnt how to correctly create

references and citations, use footnotes/endnotes through taking notes during personal

project day (Refer to Appendix 5).

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Planning

Developed criteria for the product/outcome

After completing my research and developing a goal, question, and a global context, I

decided to include four main specifications in my criteria under the topics of function,

Form/Material/Resources, Purpose, and Cost (Refer to Appendix 6). I had chosen these

specifications for my criteria as they focussed on the goal of my project for my sustainable

vehicle to function, include sustainable features, constructed using proper materials, costing

a reasonable amount, and its purpose. The criteria I designed would help me complete my

product/outcome at a high standard, and to evaluate my product/outcome (Refer to

Appendix 7). Moreover, it provides a guideline to indicate when I have achieved my goal and

determining what I want to accomplish precisely. After completing all my research, my

knowledge about my topic of cars and global warming had increased significantly, assisting

in creating a highly challenging criteria and clearly defining the characteristics of a high-

quality product/outcome.

After receiving the feedback for my success criteria, I had combined the 2 specifications’

‘purpose’ and ‘message’ as they were very similar (Refer to Appendix 8).

Plan and record of the development process of the project

I completed my planning throughout the project using a timeline which focussed on the

progress of creating and completing my product in a reasonable amount of time (Refer to

Appendix 9). My timeline provided a description of what needed to be completed in a week

and a box to tick off once completed. I used this timeline as a reminder to complete my

journal entries to update on the progress of my product.

Demonstration of self-management skills

6

The self-management skills I had when I started the project included setting goals that are

challenging and realistic using stickie notes on my laptop (Refer to Appendix 10). Moreover,

using dot points to organise complex information from my research, easing the process of

starting my product (Refer to Appendix 11). I was able to start my project feeling confident

with my choice and area of investigating. However, I found the beginning of the project very

confusing, as I hadn’t met with my supervisor before the end of the year, and my self-

motivation was challenging to manage at times. Moreover, I found it hard to focus and

concentrate I wasn’t using my process journal or the ‘To Do’ list on managebac Personal

Project, especially in the holidays (Refer to appendix 12). Although, after starting to record

my journal entries and slowly completing the project, I gained the confidence,

independence, and determination to continue.

Throughout the holidays, I had completed most of part 1: Investigating and was able to start

school feeling at ease, I also had my first meeting with my supervisor (Refer to Appendix 13).

However, at one point, I became overly stressed and focused on my other school subjects,

which caused me to become lazy when coming to do work in my free time. Although, after

meeting up with my supervisor for the second time, I was able to set goals and create a

timeline for part 2: Planning, further reassuring me to complete as much as I could in my

free time (Refer to Appendix 14). After setting up a timeline, I caught up with my work,

especially on the third month from starting personal project. After going back to school for

the second term, I avoided falling behind and made spare time for personal project most

nights. With my heavy workload, I decided to have at least 1 hour for free time, and every

day, helping me to overcome distractions and feeling determined to complete my work

before I could do other activities. Moreover, after researching cars and learning more about

the function and sustainable features, I felt increasingly interested and engaged to complete

this project. I also found myself completing more work in class than I did before, which

relieved me from stress and increased my spare time at home.

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Taking-Action

Creation of a product/outcome in response to the goal, global context and criteria

The process undertaken of working towards achieving my product/outcome required the

involvement of my goal, global context, and criteria. I decided on a final product/outcome

through creating a challenging goal from my extensive research and my chosen global

context of 'Globalisation and Sustainability' (Appendix 15). Moreover, using this

information, I was able to extend the purpose and meaning of my product and success

rubric (Refer to Appendix 8). Ultimately, my product focussed on the global issue of

pollution from cars, and how to create an eco-friendly product using sustainable features.

The process of achieving my final product/outcome began with disassembling the engine

and disposing the old and non-reusable parts, while also collecting and cleaning the

reusable ones (Refer to Appendix 16). There were many oil and coolant spills in the engine,

and it took many hours to find the right bolt to remove and the exact tool to remove it.

Moreover, some parts were brought to a professional to be disassembled and then cleaned

after, including the head gaskets (Refer to Appendix 17). Finally, after disassembling the

engine, the sustainable features had already arrived, and we started the rebuilding process,

which ended up very successful (Refer to Appendix 18).

Through evaluating the quality of my product/outcome, I referred back to my specifications

and criteria that I created. I completed this process by highlighting my achieved areas in my

success rubric criteria and specifications, which regarded a synthesis of the grade bands of

6-8, resulting in a high-quality result/outcome (Refer to appendix 19).

Demonstration of thinking skills

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My thinking skills at the beginning of the project consisted of generating ideas for my

product/outcome, through brainstorming and using visual diagrams to clarify and create a

highly challenging goal (Appendix 20). Moreover, I was able to collect a variety of sources

and analyse complex concepts into constituent parts, further synthesising them to create a

new understanding and developing contrary arguments (Refer to Appendix 4). Through the

creation of my product, I was able to identify problems within the car efficiently. My prior

learning also helped me view a range of different perspectives and ideas from a variety of

sources. Furthermore, I established a stronger sense of critical and creative thinking skills,

helping me recognise and approach many issues, including losing and replacing missing

parts and making reasonably fast and appropriate ethical decisions to replace and fix these.

Demonstration of communication and social skills

My communication and social skills at the beginning of the project consisted of listening

actively to other perspectives and ideas during meetings, interviews, and from other peers.

However, my confidence was low and avoided sharing my own opinion. Although, after

arranging a meeting and interviewing a variety of individuals, I was able to confidently

understand and express ideas and information in a variety of modes of communication,

including verbal, written, visual, and email (Refer to Appendix 21). I also worked efficiently

and willingly in collaboration with others in the completion of my product/outcome,

through gaining assistance from my supervisor and other professional car workers.

Moreover, I was able to explore the concept of my ideas and increase my experience and

knowledge about cars with the skill of listening and the confidence to ask questions when

necessary.

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Reflecting

Evaluation of the quality of the product/outcome against your criteria

Specification 1 – Function

8/8

I had chosen to give specification 1 (Appendix 19) an 8 out of 8, because my final product

functioned perfectly, and avoided excess leaks and unusual smoke and the smell emanating

from the vehicle’s engine and exhausts pipe. Moreover, the vehicle was well maintained

through the frequent oil changes and keeping it clean for it to function to its full extent.

Specification 2 – Form/Materials/Recourses

7/8

I had chosen to give specification 2 (Appendix 19) a 7 out of 8, as my sustainable vehicle was

constructed using clean materials/products and commercially available tools. It was also

handled carefully and still pursued the equivalent/suitable components of the model of the

car. The fuel-efficiency of my final product increased significantly. However, I could have

improved the sustainability of my product by incorporating more than only three

sustainable features into my car, to focus on filtering and reducing significant amounts of

pollutants from being released.

Specification 3 – Purpose

6/8

I had chosen to give specification 3 (Appendix 19) a 6 out of 8, due to my sustainable vehicle

being eco-friendly and reducing pollutants released from the car in an affordable and easier

method. Furthermore, reducing energy and fuel consumption through filtering and reusing

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the produced gasses from the car. Nevertheless, I could have improved my products ability

to reduce emissions through incorporating more sustainable features. I could have also

informed people better about the issues of car pollution, to help raise awareness and

participation through creating a poster.

Specification 4 - Cost

8/8

I had chosen to give specification 3 (Appendix 19) an 8 out of 8, as the overall cost of

materials and sustainable features were under the price of $1000.

Reflection on how completing the project has extended your knowledge and understanding of the topic and the global context

Completing personal project has extended my knowledge and understanding of my topic

and chosen global context ‘globalisation and sustainability’. I also developed a deeper

understanding of global warming and the impact of cars, using a variety of my sources and

information I found into the creation of my product. Moreover, increasing my level of

passion about global warming and its impact on society, helping me gain further insight into

my personal interests and future job opportunities. Moreover, I was also able to incorporate

my ethical and ecological concerns into creating a product that can help reduce car pollution

and help raise awareness. Furthermore, experiencing the struggles and challenges of

engineering and the long processes of disassembling and rebuilding a car.

Reflection on your development as an IB learner through the project

My weaknesses in completing this project consisted of communicating, thinking, and

inquiring. I struggled to gather information effectively and using the information to form my

ideas, and my communication skills were also low. However, my development as an IB

learner has increased significantly through participating in personal project. Specifically, the

learner profiles characteristics that I had developed as I progressed through personal project

were the Inquirer, Knowledgeable, Thinkers, and Communicators (England, 2020). I had

developed the confidence and independence to explore my personal and natural interests

and curiosities, and through facing the challenges of creating my product/outcome, I

acquired the skills of conducting research, exploring different concepts, ideas, and issues

that have a local and global significance in order to form a solution. In doing this, I was also

able to find enjoyment, helping me learn to adapt to this type of environment and change in

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work and availability of help and assistance, which was up to me to control and follow

through.

Through approaching complex problems during the creation of my product/outcome, I

established a stronger sense of critical and creative thinking skills to recognise and approach

many issues to make reasonably fast and appropriate ethical decisions. Ultimately, my

communications and social skills were able to improve extensively from going out of my way

to arrange meetings and interviews with a variety of individuals to confidently understand

and express ideas and information in a variety of modes of communication, including the

use of email and physical appointments (Appendix 21). I also worked efficiently and willingly

in collaboration with others in the completion of my product/outcome. Overall, developing

these skills will impact my future learning, helping me to explore and evaluate my interests

in my career path and helping me to improve my confidence, independence, and time-

management skills.

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Bibliography

Ahmadi, S. ResearchGate. 2016. What make a car sustainable?. [ONLINE] Available at: https://www.researchgate.net/post/What_make_a_car_sustainable. [Accessed 31 July 2020].

Albertini, A (2020). Issues with old motors, Maintenance and Sustainable Features. Interview by Elly Albertini, 5th April.

Blue and Green Tomorrow. 2016. 7 Features Your Eco-Friendly Vehicle Should Have. [ONLINE] Available at: https://blueandgreentomorrow.com/energy/7-features-eco-friendly-vehicle/. [Accessed 18 July 2020].

Dryer, C. 2019. How to Clean Your Car's Engine – 10 Simple Steps for a Clean Engine. [ONLINE] Available at: https://www.caranddriver.com/features/a27104161/how-to-clean-engine/. [Accessed 18 July 2020].

England, L. 2015. The Heart, Head, and Hands of Learning. A step-by-step guide to the MYP Personal Project – The Heart, Head, and Hands of Learning. [ONLINE] Available at: https://misslauraengland.blog/2015/04/10/a-guide-to-completing-your-ib-myp-personal-project/. [Accessed 31 July 2020].

Forrest, A. 2016. Retro-electric: making petrol-guzzling cars eco-friendly | Guardian Sustainable Business | The Guardian. [ONLINE] Available at: https://www.theguardian.com/sustainable-business/2016/oct/23/retro-electric-making-petrol-guzzling-cars-eco-friendly. [Accessed 31 July 2020].

Freeman, A. 2014. 6 Things to Look for When Buying an Eco-Friendly Car. [ONLINE] Available at: https://usgreentechnology.com/6-things-to-look-for-when-buying-an-eco-friendly-car/. [Accessed 18 July 2020].

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Global Contexts - MYP Personal Project 2019-2020 - LibGuides at GEMS World Academy Chicago. 2020. Global Contexts - MYP Personal Project 2019-2020 - LibGuides at GEMS World Academy Chicago. [ONLINE] Available at: https://gemschicago.libguides.com/c.php?g=829169&p=5920503. [Accessed 31 July 2020].

Gomes, L. H. 2018. Transport emissions continue to rise as Australia lags behind other nations | Environment | The Guardian. [ONLINE] Available at: https://www.theguardian.com/environment/2018/sep/13/transport-emissions-continue-to-rise-as-australia-lags-behind-other-nations. [Accessed 18 July 2020].

Green, J. 2018. Effects of Car Pollutants on the Environment | Sciencing. [ONLINE] Available at: https://sciencing.com/effects-car-pollutants-environment-23581.html. [Accessed 18 July 2020].

Leanse, A. 2016. 9 Ways to Make Your Car More Eco-Friendly. [ONLINE] Available at: https://www.popularmechanics.com/cars/a24329/how-to-make-your-car-more-eco-friendly/. [Accessed 18 July 2020].

Macgregor, R. 2010. 20 ways to improve your car's fuel efficiency - The Globe and Mail. [ONLINE] Available at: https://www.theglobeandmail.com/globe-drive/culture/commuting/20-ways-to-improve-your-cars-fuel-efficiency/article1379796/. [Accessed 18 July 2020].

Motor vehicle pollution (Department of Transport and Main Roads). 2018. Motor vehicle pollution (Department of Transport and Main Roads). [ONLINE] Available at: https://www.tmr.qld.gov.au/Community-and-environment/Environmental-management/How-you-can-make-a-difference/Motor-vehicle-pollution.aspx#:~:text=Pollutants%20produced%20by%20vehicle%20exhausts,to%20form%20ground%2Dlevel%20ozone. [Accessed 31 July 2020].

RAC. 2019. 11 ways to reduce your driving emissions. [ONLINE] Available at: https://www.rac.co.uk/drive/advice/emissions/11-ways-to-reduce-your-car-emissions/. [Accessed 18 July 2020].

Searle, S. C. 2017. Hoffmann Centre for Sustainable Resource Economy. Making climate friendly cars: material considerations by Simone Cooper-Searle | Hoffmann Centre for Sustainable Resource Economy. [ONLINE] Available at: https://hoffmanncentre.chathamhouse.org/article/reusing-and-recycling-car-materials/. [Accessed 31 July 2020].

SK8215. 2018. Cleaning & Restoring Engine Parts - Valve Covers and Intake - YouTube. [ONLINE] Available at: https://www.youtube.com/watch?v=I_rSqCz3NDo. [Accessed 18 July 2020].

Stoger, A. (2020). Sustainable Car Features. Interview by Elly Albertini, 26th April.

Sustainable Business Toolkit. 2014. Three Ways to Make Your Car More Efficient. [ONLINE] Available at: https://www.sustainablebusinesstoolkit.com/three-ways-make-car-efficient/. [Accessed 18 July 2020].

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Tresel, C. 2016. Car Selling and Buying Tips. Our Top 10 Favorite Environmentally Friendly Car Features | TRED. [ONLINE] Available at: https://blog.tred.com/our-top-10-favorite-

environmentally-friendly-car-features/. [Accessed 31 July 2020].

Wendy, G. 2016. Ways to Make Your Car More Sustainable | RecycleNation. [ONLINE] Available at: https://recyclenation.com/2016/02/ways-to-make-your-car-more-sustainable/. [Accessed 31 July 2020].

WWF. 2020. Polar bear | WWF. [ONLINE] Available at: https://www.wwf.org.uk/learn/wildlife/polar-bears#:~:text=Challenges%20affecting%20polar%20bears&text=The%20Arctic%20is%20warming%20about,ice%20to%20raise%20their%20young. [Accessed 31 July 2020].

Appendices

Appendix 1 – MYP Subject Humanities extract: Improvements to climate change

Appendix 2 - Example of source evaluation method: Secondary source #3: How to Make Your Car More Eco-Friendly

Authority – Who is responsible for presenting this information?The author is Alex Leanse has created multiple sources about cars and he is a mechanic. He seems to have a lot of experience with cars and has worked on throughout his page. The URL reveals the websites name Popular Mechanics, which is a magazine of popular science and technology, with Leanse being the lead writer of the magazine/website.

Accuracy – Is the information accurate, can it be proven and verified?The information in this source is supported by specific evidence of what could go wrong and why it’s important to do these tips, although they didn’t provide any references. Furthermore, the author is a qualified mechanic and has a wide knowledge and experiences of cars and their function. 15

Objectivity – Is the information based on facts, things you can observe or based more on opinions and emotions? Is it from just one point-of-view?The information is defiantly unbiased and free from emotion and the literature of the text didn’t have any mistakes and used many cars associated words. The authors published this information to inform and to teach others how to maintain their car and make it eco-friendly. The information is factual and easy to understand, it come from a personal perspective and experiences and their information is very similar to the sources I have visited before.

Currency – How old is the information and is this important?This website was published in 2016 and hasn’t been updated since. This source isn’t very old, although both old and current sources would still be suitable for the maintenance part of my goal. This information is very relevant to the outcome of my product, as the major part of my goal is maintaining my sustainable car after it is built. The information and ideas on this website were very helpful and straight to the point, I didn’t waste any time and the information was very similar to the websites I have visited before, revealing its reliability. The intended audience is to those who want to improve reducing their cars release of emissions with an affordable and accountable solution regardless of the model, make or year. Appendix 3 - Process journal Extracts Secondary Resource #1: Notes from interview with primary source Ashley Stoger

Key findings - Sustainable features and how it helps:

• When rebuilding, changing gaskets, o rings, oil seals, fuel seal from injectors, fuel hosing, vacuum and coolant gives car more long-term reliability by creating more robust and rejuvenating the oil

• If the motor blows 0 smoke and burns no oil, 100% the motor would run smooth and minimise the emissions. However, if the motor runs less efficient burns more oil, furthermore causing more emissions

• Without repairing the car, leaving it the same way or replacing motor instead of fixing it will cost more money. Repairing the car’s engine is as good as buying a new car, it refreshes the motor, basically being brand new

• However certain parts of the engine that needed to be resurfaced/shimmed, such as the head gasket due to being overheated, will require visiting an engine machine shop, as it is possible it could break again and cause potential damage to the driver and the entire car

• With the engine block being made out of aluminium, when the engine was destroyed, the shape of the engine block would have changed and been distorted, moved and opened up. Subsequently, it had to be rehemmed and opened up by the machine shop, to make sure it lasted the full life of the motor

• Changing the front bonnet, which is the big piece made out of steal, being very heavy, could be swapped with aluminium, being equivalent from a premium

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sports car and being light weight, reducing weight and enhance power and fuel efficiency

• Changing the brake pad and rotas for safety, as braking is more important than power

Appendix 4 – Process Journal Extracts Primary Resource #7-8: Connecting/contrasting Primary Resources (video and website)

Recourses consulted:https://www.caranddriver.com/features/a27104161/how-to-clean-engine/https://www.youtube.com/watch?v=I_rSqCz3NDo

Combined Key findings: • Schedule a day: specifically, warm with low humidity and some wind to help dry the

engine and components after cleaning.• Keep it cool: flip the hood if the car was running to allow the engine to cool to

reduce the hot engine components from becoming a burning hazard while also potentially being damaged by rapid contraction if sprayed with cool water.

• Removing certain parts: remove plastic covers under the hood and the negative terminal from the battery to be scrubbed separately. Furthermore, protecting the electrical components from getting damaged if they get wet.

• Cover: using plastic bags for any sensitive electoral components including the battery, ignition wires, exposed engine air intake, and the engine control unit.

• Degrease and scrub: by thoroughly spraying the entire engine compartment with a degreaser, then using small brush to scrub required components such as the valve cover, as it may have years of caked-on oil and dirt.

• Rinse and dry: using a power washer, trying not to directly spray the electrical components, then wipe everything down to dry and also help remove any remaining grime

• Replace: and reinstall the negative terminal on the battery and remove the bags covering the electrical components.

Appendix 5 – Process journal extract27th February 2020 - Personal project day“The sixth workshop we went to was with Mrs. Flaherty, she went through the referencing and citation process, how to use footnotes/endnotes, and how to in-text reference.”

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Primary Recourse (YouTube video) #8: Cleaning and Restoring Engine parts – Valve Covers and Intake

Primary Resource (website) #7: How to clean Your Car’s Engine

Appendix 6 – Specifications

Appendix 7 – Success Rubric Criteria

Success CriteriaSpecification 1 – Function

Specification 2 – Form/Materials/Recourses

Specification 3 – Purpose

Specification 4 – Cost

Specification 5 – Message

7-8 The sustainable vehicle is driven by an experienced driver, who drives safe and appropriate and will take precaution of the car at all times and maintain and fix the needs of the car to keep it new and clean for it to function to its full extent. The vehicle reduces the amount of pollutants emitted from the car and also filters and reuses released gasses for other purposes in the car.

The sustainable vehicle is to be constructed using appropriate tools and cleaned materials and products, while being handled carefully and still perusing the original model of the car. It should contain a numerous number of sustainable features into the car to filter and reduce the emission of significant amount of pollutants.

The sustainable vehicle is an eco-friendly car and is a solution to improving global warming in an easier and more affordable way. The sustainable vehicle reduces the emission of polluting gasses from the car, while also reducing energy consumption by filtering and reusing the produced gasses. This product will inform people about the impacts of cars on the environment and human health and will encourage people to participate in resolving this issue in an affordable way.

The sustainable vehicle is rebuilt using working/proficient materials left from the old engine and is cleaned if required. The sustainable features and equipment are bought by second hand, at most reaching $1000.

The sustainable vehicle informs people about the impacts of cars on the environment and human health, encouraging people to participate in resolving this issue in an affordable and a more suitable way.

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Appendix 8 – Final Changed Criteria

Appendix 9 – Entire Timeline

Term 4 Last Week of Year 9

Date Week

Description Completed

29/11/19

9 Read through guide and requirements for personal project and complete personal interests mind-map and add to journal

Summer Holidays Date Wee

kDescription Completed

11/12/19

1 Thoroughly read through the investigation/beginning power points and answer/reflect on the information and questions provided. Create a starting question and goal. Explore a possible outcome/product.

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18/12/19

2 Answer the 5W1H questions. Clarify and create a highly challenging goal using the SMART guide. Complete a journal entry on the what makes personal project personal and what makes my goal highly challenging, also add ATL skills.

25/12/19

3 Choose a global context that best applies to my project. Answer and reflect on questions about global contexts in process journal, update any changes made.

1/1/20 4 Begin research on sustainable cars and the relation to sustainability. Resource bibliography and ATL skills presented into journal and reflect on the website.

8/1/20 5 Identify prior-learning and subject-specific knowledge that will help me achieve my personal project goal in my process journal, note any changes and progress.

15/1/20 6 Continue research and demonstrate my research skills, reflect on the website in process journal

22/1/20 7 Organising a time to meet with supervisor and proofreading completed work.

Term 1Date Wee

kDescription Completed

30/2/20 1 Meeting with supervisor and checking completed work and work that needs to be completed.

6/2/20 2 Outline the research skills I had when I started the project. Continue research and demonstrate my research skills, reflect on the website in process journal

13/2/20 3 Continue research and demonstrate my research skills, reflect on the website in process journal

20/2/20 4 Take notes during personal project day, add required information in process journal

27/3/20 5 Create criteria and begin planning process. Continue research and demonstrate my research skills, reflect on the website in process journal

5/3/20 6 Continue research and demonstrate my research skills, reflect on the website in process journal

12/3/20 7 Continue research and demonstrate my research skills, reflect on the website in process journal. Discuss the research skills I developed through the project.

19/3/20 8 proofread/go over the investigation stage. Continue research and demonstrate my research skills, reflect on the website in process journal

26/4/20 9 Continue research and demonstrate my research skills, reflect on the website in process journal

2/4/20 10 Meet up with supervisor before holidays, check if I’m up to date and create a to do list for the holidays.

9/4/20 11 Fix/add extra information into journal entries, read through criteria and requirements for personal project.

Term 1 HolidaysDate Wee

kDescription Completed

16/4/20 1 Complete most of research. Proofread/check criteria.23/4/20 2 Complete investigating stage and add journal entry.

Discuss the research skills I developed through the project.

Term 2Date Wee

kDescription Completed

27/4/20 1 Begin Objective B: planning and develop specifications to complete criteria. Fill our journal entries and add ATL skills where required

4/5/20 2 Complete all research and gather 1-4 primary recourses and evaluate them. Add to timeline for development

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process of the completion of personal project.11/5/20 3 Add on any missing information including ATL skills,

complete highlighted areas that need improvement, and organise the journal into a neater structure.

18/5/20 4 Complete section 2: Planning. Conduct further/required research if required and prepare/plan for moving on to part 3: taking-action. Proofread all of the journal entries and the criteria and add on to the timeline.

25/5/20 5 Begin the process of TAKING ATION by rebuilding the car, take notes, videos and images for the portfolio. Add to journal entries.

1/6/20 6 During the process of rebuilding the car, add to journal entry’s including the demonstration of thinking skills while also adding photos.

8/6/20 7 During the process of rebuilding the car, add to journal entry’s including the demonstration of communication skills while also adding photos.

15/6/20 8 During the process of rebuilding the car, add to journal entry’s including the demonstration of social skills while also adding photos.

22/6/20 9 Follow up with the following reflections and improvements of the car, thoroughly read through criteria and check for any improvements or missing requirements

29/6/20 10 Complete the car and TAKING ACTION and follow up with a reflection which evaluates the process and outcome of the car through comparing it with the success criteria

Term 2 HolidaysDate Wee

kDescription Completed

6/7/20 1 In a journal entry, reflect on the completion of personal project and how it has extended your knowledge and understanding of the topic and the global context and helped you develop as a learner

13/7/20 2 Put and organise all completed work/information together to complete the personal project report draft. Finally, hand up draft to supervisor in preparation for term 3 hand up.

Term 3 Date Wee

kDescription Completed

20/7/20 1 Fix the annotated draft and add to work that needs to be improved. Proofread all hand up documents and upload all completed journal entry.

27/7/20 2 Fix the annotated draft and add to work that needs to be improved. Proofread all hand up documents and upload all completed journal entry.

3/8/20 3 Finally, hand up the completed assignments after thoroughly proofreading and double-checking work.

Appendix 10 – Beginning of the project: self-management skills of stickie note taking on laptop

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Appendix 11 – Using dot points to organise information

Appendix 12 – Uncompleted To do list

Appendix 13 – First meeting with supervisor/Email

Appendix 14 – Process journal extract: second meeting with supervisor

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Appendix 15 – Process of creating a challenging goal

Appendix 16 – Disassembling the engine-

Removing/Cleaning old parts - oil and coolant spills

Appendix 17 – Professionally split head gaskets

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Appendix 18 – Rebuilding the engine and sustainable features + final product

Appendix 19 – evaluating the quality of my product/outcome through highlighting achieved criteria bandAppendix 20 – Process journal extracts: brainstorming and visual diagrams

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Appendix 21 – Process journal extract – Interview with automotive mechanic and email with supervisor + collected recourses

Academic Honesty FormMYP community project/MYP personal project

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Student name

Elly Albertini

Student number h y p 4 1 0

School name

Mercedes college

School number 0 0 0 5 4 0

Supervisor name

Ms. Liza Siviour

Student: This document records your progress and the nature of your discussions with your supervisor. You should aim to see your supervisor at least three times: at the start of the process to discuss your initial ideas, then once you have completed a significant amount of your project, and finally once your completed report/presentation has been submitted.Supervisor: You are asked to have at least three supervision sessions with students, one at the start of the process, an interim meeting and then the final meeting. Other sessions are permitted but do not need to be recorded on this sheet. After each session, students should make a summary of what was discussed, and

Date Main points discussed Signature/initials

Meeting 1

31/1/2020 During our first meeting for personal project, we discussed the amount of work I completed over the holidays and briefly went through it. We discussed what needed to be completed in the next couple of weeks and the improvements and adjustments I could make to my work. Also, we explored the criteria and other worksheets for further instructions and organised another meeting.

Student:

Supervisor:

Meeting 2

30/3/2020 In our second meeting, the main points we discussed was the completion of Part 1: Investigating, and Part 2: Planning. I had handed up my draft for my success criteria and discussed the personal issues and challenges I faced. Further on, we created a to do list and printed out the further guidance for projects and highlighted the areas I could improve on and where I should be up to.

Student:

Supervisor:

Meeting 3

29/7/2020 In our final meeting, I received my draft for my report back, we discussed any concerns and questions about my report and went through the editing of my draft. Finally, we discussed the completion of my final report and the other files that needed to be uploaded, including the process journal, and the academic honesty form setting up one last meeting to sign the form and receiving feedback for my success criteria.

Student:

Supervisor:

Supervisor comment:I confirm that what Elly has written above is true.

Student declarationI confirm that this work is my own and this is the final version. I have acknowledged, in the body of my work, each use of the words, work or ideas of another person, whether written, oral or visual (hard copy and/or electronic materials).Supervisor declaration

I confirm that, to the best of my knowledge, the material submitted is the authentic

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