AI PROJECT LOGBOOK

Resource for Students

(Adapted from “IBM EdTech Youth Challenge – Project Logbook” developed by IBM
in collaboration with Macquarie University, Australia and Australian Museum)

KEY PARTNERS

INDIA IMPLEMENTATION PARTNERS

GLOBAL PARTNERS

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 AI Project Logbook

PROJECT NAME: Forest Fire Prediction

SCHOOL NAME: Vatsalya International School Borsad

YEAR/CLASS: 2024-25 / 12-C

TEACHER NAME:

TEACHER EMAIL:

TEAM MEMBER NAMES AND GRADES:

1 PATEL DARSHAN J
2 PATEL JAY P
3 PATEL TEJ
4 PATEL MANAV
5 TALAVIYA JENIL
6 PAREKH PRASHIL

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1.Introduction
This document is your Project Logbook, and it will be where you record your ideas, thoughts
and answers as you work to solve a local problem using AI.
Make a copy of the document in your shared drive and work through it digitally with your team.
You can also print a copy of the document and submit a scanned copy once you have
completed the Project Logbook. Feel free to add pages and any other supporting material to
this document.
Refer to the AI Project Guide for more details about what to do at each step of your project.

2.Team Roles
2.1Who is in your team and what are their roles?

Role Role description Team Member Name

-Schedule and allocates takes among
team.
Leader -Ensure takes are completed on time Darshan
-Act as a one of contact between team
and the teacher
-Resolve team issues
-Decides the type of data needed to
train the model
Data Expert -Ensure that the data is in the format Tej
that team can work with Jenil
-Collects the data
-Collects the answers from the team
that needs answers
Information -Identifies where answer can be Jay
Researcher located(source)
-Searches answers and pass on to
project reporter
-Creates appropriate presentation for
project
Designer -Works with team and user to create a Manav
process flow for new user experience

-Works with data expert to train the

model
-Creates a prototype and code if
Coder/Tester necessary Sujal/Darshan
-Works with user to test the
prototype
-Create an action plane what needs
to be fixed and how can we fix it
-Gets feedback from the user

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 2.2 Project plan

The following table is a guide for your project plan. You may use this or create your own
version using a spreadsheet which you can paste into this section. You can expand the ‘Notes’
section to add reminders, things that you need to follow up on, problems that need to be fixed
urgently, etc.

Phase Task Planned Planned Planned Actual Actual Actual Who is Notes/Remarks
start end duration start end date duration responsible
date date (hours, date (hours,
minutes) minutes)
Preparing for Coursework,
the project readings
Set up a
team folder
on a shared
drive
Defining the Background
problem reading
Research
issues in our
community
Team
meeting to
discuss
issues and
select an
issue for the
project
Complete
section 3 of
the Project
Logbook
Rate
yourselves
Understanding Identify users
the users
Meeting with
users to
observe
them
Interview
with user (1)
Interview
with user (2),
etc…
Complete
section 4 of
the Project
Logbook
Rate
yourselves
Brainstorming Team
meeting to
generate
ideas for a
solution
Complete
section 5 of
the Project
Logbook
Rate
yourselves
Designing Team
your solution meeting to
design the
solution
Complete
section 6 of
the logbook
Rate
yourselves
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Collecting and Team
preparing data meeting to
discuss data
requirements
Collecting and Data
preparing data collection
Prototyping

Data
preparation
and labelling
Complete
Section 6 of
the Project
Logbook
Team
meeting to
plan
prototyping
phase
Prototyping Train your
Testing model with
input dataset
Test your
model and
keep training
with more
data until you
think your
model is
accurate
Write a
program to
initiate
actions
based on the
result of your
model
Complete
section 8 of
the Project
Logbook
Rate
yourselves
Team
meeting to
discuss
testing plan
Testing Invite users
Creating the to test your
video prototype
Conduct
testing with
users
Complete
section 9 of
the Project
Logbook
Rate
yourselves
Team
meeting to
discuss
video
creation
Write your
script
Film your
video
Edit your
video
Completing Reflect
the logbook on the
project
with
your
team
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 Complete
sections 10
and 11 of the
Project
Logbook
Review your
Project
logbook and
video
Submission Submit
your
entries on
the IBM

2.3 Communications plan

1.Will you meet face-to-face, online or a mixture of each to communicate?
- Mixture of communication
2. How often will you come together to share your progress?
- Face to face – Sunday
- WhatsApp group – Every two days
3. Who will set up online documents and ensure that everyone is contributing?
- Online documents – Data expert
Ensure everyone is contributing – Leader
4. What tools will you use for communication?
- Images
-Call
-Chats

2.4 Team meeting minutes (create one for each meeting held)
Date of meeting: 10/8/2024
Who attended: All
Who wasn’t able to attend:-------

Purpose of meeting: Defining Problem

Purpose of meeting:
1. Issues faced by community
2. Which issue will you focus on
3. Problem statement

Things to do:
1. Gather information about your topic
2. How is it affecting local people
3. Understand problem from user perspective

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3.Problem Definition
3.1 List important local issues faced by your school or community

1.Health Concerns:
• Air Quality: Forest fires release smoke and particulate matter, leading to poor air
quality, which can cause respiratory issues, particularly in children, the elderly, and
individuals with pre-existing health conditions.
2.Environmental Concerns:
• Loss of Wildlife Habitat: Fires destroy local ecosystems, affecting biodiversity and the
natural environment.
3.School Closures:
• Disruptions to Education: Schools may need to close due to the health risks or
physical dangers posed by nearby fires.
4. Long-Term Recovery:
• Rebuilding Efforts: After a fire, the community faces long-term recovery efforts,
including rebuilding infrastructure, homes, and schools

3.2Which issues matter to you and why?

1.Health Concerns (Air Quality)
• Why it Matters: The decline in air quality due to forest fires is a significant concern
because it directly affects the well-being of everyone in the community, particularly
children and the elderly. Breathing in smoke-filled air can lead to respiratory problems
and long-term health issues.
2.School Closures and Disruptions to Education
• Why it Matters: Education is a important pillar of community development, and when
schools are closed due to forest fires, it disrupts students' learning and can widen
educational gaps. The uncertainty of not knowing when normal school operations will
resume can also add stress to students, teachers, and parents.
These issues are particularly important because they directly affect the daily lives of
people in the community, including their health, education, and overall well-being.

3.3Which issue will you focus on?

I would focus on Health Concerns, particularly Air Quality.
Reason for Focus:
1.Air quality affects everyone in the community and has immediate and long-term impacts on
health. Poor air quality due to forest fires can lead to serious respiratory issues, especially in
children, the elderly, and those with pre-existing conditions like asthma.
2.By addressing this issue, we can help protect the community's health and well-being.
3.Additionally, focusing on air quality can help us in other areas, such as reducing the need for
school closures and improving mental health by providing a safer environment.
4.Implementing solutions like air purification systems, providing masks, and raising
awareness about staying indoors during high-smoke periods.

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3.4 Write your team’s problem statement in the format below.
How can we help students, families in our community and animals
living in forest find a way to protect their health during forest fire
events by improving air quality and reducing exposure to smoke so
that they can maintain better respiratory health, continue their daily
activities with less disruptions, and reduce the number of school
closures due to poor air quality? And how can we save life’s of
species living in forest?

1.1 Team meeting minutes (create one for each meeting held)
Date of meeting: 17/8/2024
Who attended: All
Who wasn’t able to attend:-------

Purpose of meeting: Defining Stakeholders

Purpose of meeting:
1. How are the Stakeholders?
2. How are they effected?
3. Creating an Empathy Map

Things to do:
1. Taking interview
-To know effects on their life
-What do they think on this problem
-what are their felling

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4.The Users

4.1Who are the users and how are they affected by the problem?
1. Students
2. Families (Parents and Children)
3. Wildlife

4.2What have you actually observed about the users and how the
problem affects them?
1.Students:
• Health Risks: Exposure to poor air quality increases the risk of
respiratory problems, especially for students with asthma or other health
conditions.
• Disruptions to Education: Frequent school closures due to forest
fires affecting academic performance and causing stress.

2.Families (Parents and Children):

• Health Concerns: Families face health risks from smoke exposure,
particularly for young children and elderly members.
• Disruption of Daily Life: Forest fires can lead to the need for families
to stay indoors, limiting outdoor activities and affecting routines.
• Financial Strain: Evacuations, medical expenses, and potential
property damage can put financial pressure on families.

3.Wildlife
•Loss of Habitat: Animals lose their homes and food sources, leading to
displacement or death.
•Endangerment: Certain species may become endangered or extinct due
to habitat destruction.
•Disruption of Ecosystems: The balance of local ecosystems is disrupted,
affecting biodiversity and ecological processes.

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4.3 Record your interview questions here as well as responses from users.
1. How often do you encounter issues related to forest fires in your area?

a. Local Residents: Many residents mentioned that they face forest fire
risks almost every summer. The frequent fires lead to smoke, poor air
quality, and disruptions to their daily activities. Some shared experiences
of evacuation and health impacts during severe fire seasons.

2. How do you currently receive information or alerts about forest fire risks?

a. Local Residents and Forest Rangers: Users reported relying on a

combination of sources, such as news channels, weather apps, and
social media. However, they noted that these updates are not always
timely or localized, making it challenging to respond quickly.

3. What measures do you take when you hear about a high fire risk warning?

a. Emergency Services: The emergency response teams explained that they

mobilize resources, prepare firefighting equipment, and set up patrols in
high-risk areas. They often rely on weather reports to plan their actions
but find it difficult to predict specific fire locations.

4. What challenges do you face in predicting or responding to forest fires?

a. Emergency Services: A major challenge mentioned was the lack of

precise, localized predictions. Teams often have to react only after a fire
has started or smoke is spotted, which limits their ability to prevent the
spread of fires proactively.

5. How does poor air quality from forest fires affect you or your community?

a. Health Officials: Health professionals noted an increase in respiratory

issues, particularly among vulnerable groups like children, the elderly,
and individuals with asthma. They expressed concerns about the impact
of prolonged exposure to smoke and the strain on local healthcare
facilities.

6. Would you find it helpful to have a tool that provides real-time fire risk
predictions?

a. All User Groups: Users unanimously agreed that having access to a tool
that offers real-time fire risk predictions would be very beneficial. They
emphasized the importance of early warnings to help them prepare and
take preventive measures.

7. What features or information would you like to see in an AI tool for fire risk

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 prediction?

a. Environmental Experts: Experts suggested including features such as a

visual map with high-risk zones, current weather conditions, and air
quality data. They also recommended providing clear safety measures
based on the forecast to guide users.

8. How reliable do you find current fire and air quality predictions?

a. Local Residents and Experts: The reliability of current predictions was

seen as mixed. While some forecasts provide a general idea, users
pointed out that they are not always accurate or timely enough,
particularly for specific areas. There is a need for more localized and
precise predictions.

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4.4 Empathy Map

Map what the users say, think, do and feel about the problem in this table

What our users are saying What our users thinking

1.Parents: 1.Parents:
• "I’m constantly worried about my kids' • "Am I doing enough to protect my
health during fire season." family’s health?"
• "We’ve had to spend extra money on • "What if the situation gets worse, and
air purifiers and doctor visits." we have
to evacuate?"
2.Students:
• "I miss playing outside and seeing my 2.Students:
friends." • "What if the smoke makes me or my
• "It’s hard to focus on school when friends
everything sick?"
feels uncertain." • "How will I catch up on schoolwork if
• "I stay inside, but it feels isolating." we keep
missing days?"
3.Teachers: • "Will things ever go back to normal?"
• "Students are distracted.
• "It’s difficult to keep the curriculum 3.Teachers:
on track • "How can I support my students
with all the disruptions." academically
• "I’m worried about my own health, and emotionally?"
too." • "Am I putting myself at risk by being at
school?"

What our users are doing How our users feel

1. Parents: 1.Parents:
• Keeps children indoors and monitors • Worried and Stressed: Constant
air quality. concern for their children's health and
• Invests in air purifiers and masks for safety.
the family. • Financial Strain: The added expenses
of protective measures and healthcare.
2. Students:
• Stays indoors and refrains from 2.Students:
outdoor activities. • Anxious: Fear of the health impacts of
• Struggles to focus on schoolwork smoke and uncertainty about the future.
• Participates less in social activities • Frustrated: Disappointment over
due to school closures missing school and social activities.
• Isolated
3.Teachers:
• Adjusts lesson plans and activities to 3.Teachers:
accommodate disruptions. • Stressed: Balancing teaching
• Uses air purifiers and masks in the responsibilities with personal health
classroom. concerns.
• Concerned: Worry for students' well-
being, both physically and emotionally.

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4.5What are the usual steps that users currently take related to the
problem and where are the difficulties?
Steps that users currently take related to the problem:
1.Families and vulnerable individuals visit doctors more frequently to manage
respiratory issues caused or exacerbated by smoke exposure.
2. Users prepare emergency kits and plans in case they need to evacuate due to
nearby fires.
3. Schools may close during severe fire events, and students often switch to remote
learning temporarily.
4. Some users wear masks when they need to go outside during poor air quality days.
5. Many families and schools invest in air purifiers to maintain better indoor air
quality.

Difficulties faced by users:

1. Air purifiers can be expensive, and maintaining them adds ongoing costs. Not all
families can afford them, leading to disparities in protection.
2. Masks can be uncomfortable, especially for children, and may not be consistently
worn. There may also be a shortage of high-quality masks during peak fire seasons.
3. Sudden closures disrupt education, and remote learning is challenging for students
who lack access to technology.
4. Increased healthcare visits add financial strain.
5. Staying indoors for prolonged periods leads to isolation, and limited physical
activity, especially for children and the elderly.

4.6Write your team’s problem statement in the format below.

[a specific user or group of users]

are experiencing issues with [problem] today

because of [cause]

Rate yourself

The Users

point - The user group is described but it is unclear how they are affected by the problem.
points - Understanding of the user group is evidenced by completion of most of the steps in this
section.
points - Understanding of the user group is evidenced by completion of most of the steps in this
section and thorough investigation

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5.Brainstorming

5.1Ideas
How might you use the power of AI/machine learning to solve the users’ problem by increasing their
knowledge or improving their skills?

AI Idea #1 An AI-driven mobile app or web platform could aggregate real-time data from
weather stations, satellites, and sensors to monitor air quality and predict
changes. Using machine learning algorithms, the system could analyze
patterns to provide accurate forecasts of air quality levels and potential fire
risks.
AI Idea #2 Develop an AI chatbot focused on educating users about fire safety,
preparedness, and health precautions. The chatbot could use natural language
processing (NLP) to answer user questions, provide tips on reducing smoke
exposure, and offer step-by-step guides for creating emergency kits.

AI Idea #3 Use machine learning models to analyze historical fire data, weather
conditions, vegetation types, and human activities to predict the likelihood of
fire occurrences in specific areas. The system could visualize fire risk zones on
a map and update predictions regularly as new data is received.

AI Idea #4 Create an AI-based app that monitors users' health data (e.g., respiratory
rates, oxygen levels) through wearable devices or manual inputs. By analyzing
this data along with real-time air quality information, the app can provide
personalized health alerts and recommendations.

AI Idea #5 Develop an AI-driven platform with interactive training modules and

simulations for users to practice emergency responses to forest fires. The
simulations could be tailored based on real-world data, allowing users to
experience scenarios like evacuations or indoor air quality management.

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5.2 Priority Grid

Evaluate your five AI ideas based on value to users and ease of creation and implementation.
High
High value to users, easy to create High value to users, hard to create

AI-Powered Air Quality Predictive Analytics for Fire Risk

Monitoring System Assessment

Low value to users, easy to create Low value to users, hard to create

Personalized Health Monitoring Interactive Training Modules Using

System AI

Easy
Hard
Low EASE OF DEVELOPMENT

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5.3Based on the priority grid, which AI solution is the best fit for your
users and for your team to create and implement?

Briefly summarize the idea for your solution in a few sentences and be sure to identify the tool that you
will use.
The solution is an AI-powered air quality monitoring and recommendation system designed to
help users stay informed about fire risks and air quality levels in real time. The system will gather
data from weather stations, satellites, and sensors to predict air quality and fire risks, sending
personalized recommendations to users based on their location and health needs. Users will
receive timely alerts advising them on actions like staying indoors, using air purifiers, or wearing
masks to mitigate the health impacts of smoke and poor air quality. The tool used for this system
will include machine learning models for risk prediction (using algorithms like logistic regression
or decision trees) and a mobile or web app for user-friendly notifications and real-time updates.

Rate yourself

Brainstorming

point – A brainstorming session was conducted. A solution was selected.

points - A brainstorming session was conducted using creative and critical thinking. A solution was
selected with supporting arguments in this section
points - A brainstorming session was conducted using creative and critical thinking. A compelling
solution was selected with supporting arguments in this section.

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6.Design
6.1What are the steps that users will now do using your AI solution to
address the problem?
• Download and Install App
• Create Account and Set Preferences
• Allow Location Access
• Receive Initial Data
• Monitor Ongoing Alerts
• Receive Personalized Health Recommendations
• Track Health Metrics (Optional)
• Get Emergency Alerts
• Review Historical Data
• Set Up Ongoing Notifications

Rate yourself

Design

point – The use of AI is a good fit for the solution.

points - The use of AI is a good fit for the solution and there is some documentation about how it
meets the needs of users
points - The use of AI is a good fit for the solution. The new user experience is clearly documented
showing how users will be better served than they are today.

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7.Data

7.1 What data will you need to train your AI solution?

• Historical fire data (locations, severity, spread)
• Weather data (temperature, humidity, wind speed, rainfall)
• Air quality data (AQI, particulate matter, pollution sources)
• Geographical data (vegetation, topography, land use)
• Health data (user health conditions, wearable health metrics)
• User data (location, preferences, behavioral data)
• Satellite and remote sensing data (fire detection, smoke monitoring)
• Social media and news data (real-time reports and updates)

7.2 Where or how will you source your data?

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 Where will the Do you have Ethical
data come Who owns the permission to use considerations
Data needed from? data? the data?

Historical Government Government Yes Ensure data is

Fire Data agencies (e.g., agencies, global anonymized, use
Australian Bureau environ for public safety,
of Meteorology, not misuse
NASA FIRMS) sensitive location
data.

Weather National weather Government Yes Use in

Data services (e.g., agencies, private compliance with
Australian Bureau weather companies terms of service,
of Meteorology), ensure
Open Weather transparency in
data usage.

Air Quality Environmental Government Yes Ensure privacy,

Data agencies (e.g., agencies, use for public
EPA), OpenAQ, environmental health purposes,
AirVisual, organizations anonymize real-
sensor networks time data.

Rate yourself

Data

point – Relevant data to train the AI model have been identified as well as how the data will be
sourced or collected.
points - Relevant data to train the AI model have been identified as well as how the data will be
sourced or collected. There is evidence that the dataset is balanced.
points - Relevant data to train the AI model have been identified as well as how the data will be
sourced or collected. There is evidence that the dataset is balanced, and that safety and privacy have
been considered.

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8.Prototype

8.1 Which AI tool(s) will you use to build your prototype?

By using the combination of deep learning (TensorFlow/PyTorch), machine learning
(Scikit-learn), and geospatial tools (GeoPandas, Folium), along with cloud platforms
for scaling (Google Cloud AI/AWS)

8.2 Which AI tool(s) will you use to build your solution?

Scikit-learn, Pandas, NumPy, Matplotlib and Seaborn

8.3 What decisions or outputs will your tool generate and what further
action needs to be taken after a decision is made?
Output Decision Further Actions
Evaluate fire likelihood Deploy fire prevention
Fire Risk Prediction ("High", "Moderate", "Low") measures; alert
emergency services
Air Quality Assessment Assess AQI levels and Issue public health
health risks advisories; limit outdoor
activities

Health Risk Alerts Identify vulnerable Provide personalized

individuals (e.g., asthma health guidance; suggest
patients) precautions

Recommended Actions Suggest preventive or Evacuate high-risk areas;

emergency steps set fire control lines

Visual Alerts and Map Monitor and identify risk Allocate resources; inform
Updates zones on a map the public and decision-
makers

Rate yourself

Prototype
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point – A concept for a prototype shows how the AI model will work.
points - A prototype for the solution has been created and trained.
points - A prototype for the solution has been created and successfully trained to meet users’
requirements.
1. Testing
1.1 Who are the users who tested the prototype?

1.2 List your observations of your users as they tested your solution.

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1.3 Complete the user feedback grid

What works What needs to change

Questions? Ideas

23
1.4 Refining the prototype: Based on user testing, what needs to be acted on now so
that the prototype can be used?

1.5 What improvements can be made later?

Rate yourself

Testing

point – A concept for a prototype shows how it will be tested.

points - A prototype has been tested with users and improvements have been identified to meet
user requirements.
points - A prototype has been tested with a fair representation of users and all tasks in this section
have been completed.

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2. Team collaboration
2.1 How did you actively work with others in your team and with stakeholders?

Rate yourself

Team collaboration

point – There is some evidence of team interactions among peers and stakeholders.
points - Team collaboration among peers and stakeholders is clearly documented in this section.
points - Effective team collaboration and communication among peers and stakeholders is clearly
documented in this section.

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3. Individual learning reflection
11.1. Team Reflections

A good way to identify what you have learned is to ask yourself what surprised you during the
project. List the things that surprised you and any other thoughts you might have on issues in
your local community.

Team member name:

Team member name:

Team member name:

26
Team member name:

Team member name:

Team member name:

Note: Add more boxes if there are more members in your team

Rate yourself

Individual Learning Reflection

point – Some team members present an account of their learning during the project.
points - Each team presents an account of their learning during the project.
points - Each team member presents a reflective and insightful account of their learning during the
project.

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4. Video link

Enter the URL of your team video:

Enter the password (if any):

28
Appendix
Recommended Assessment Rubric (for Teachers)

LOGBOOK AND VIDEO CONTENT

Steps 3 points 2 points 1 point Points
Given
Problem A local problem which has not A local problem which has not A local problem is
definition been fully solved before is been fully solved before is described
explained in detail with described.
supporting research.

The Users Understanding of the user group Understanding of the user The user group is
is evidenced by completion of all group is evidenced by described but it is unclear
of the steps in Section 4 The completion of most of the how they are affected by
Users and thorough steps in Section 4 The Users. the problem.
investigation.

Brainstorming A brainstorming session was A brainstorming session was A brainstorming session

conducted using creative and conducted using creative and was conducted. A solution
critical thinking. A compelling critical thinking. A solution was was selected.
solution was selected with selected with supporting
supporting arguments from arguments in Section 5
Section 5 Brainstorming. Brainstorming.

Design The use of AI is a good fit for the The use of AI is a good fit for The use of AI is a good fit
solution. The new user the solution and there is some for the solution.
experience is clearly documentation about how it
documented showing how users meets the needs of users.
will be better served than they
are today.
Data Relevant data to train the AI Relevant data to train the AI Relevant data to train the
model have been identified as model have been identified as AI model have been
well as how the data will be well as how the data will be identified as well as how
sourced or collected. There is sourced or collected. There is the data will be sourced or
evidence that the dataset is evidence that the dataset is collected.
balanced, and that safety and balanced.
privacy have been considered.
Prototype A prototype for the solution has A prototype for the solution A concept for a prototype
been created and successfully has been created and trained. shows how the AI model
trained to meet users’ will work
requirements.
Testing A prototype has been tested A prototype has been tested A concept for a prototype
with a fair representation of with users and improvements shows how it will be
users and all tasks in Section 9 have been identified to meet tested.
Testing have been completed. user requirements.
Team Effective team collaboration and Team collaboration among There is some evidence of
collaboration communication among peers peers and stakeholders is team interactions among
and stakeholders is clearly clearly documented in Section peers and stakeholders.
documented in Section 10 Team 10 Team collaboration.
collaboration.
Individual Each team member presents a Each team presents an Some team members
learning reflective and insightful account account of their learning present an account of their
of their learning during the during the project. learning during the project.
project.

Total points

29
VIDEO PRESENTATION
Points Given
3 – excellent
Criteria 2 – very good
1 – satisfactory

Communication The video is well-paced and communicated, following a clear

and logical sequence.

Demonstrations and/or visuals are used to illustrate

Illustrative
examples, where appropriate.

Accurate The video presents accurate science and technology and

language uses appropriate language.

The video demonstrates passion from team members about

Passion
their chosen topic/idea.

Sound and
The video demonstrates good sound and image quality.
image quality

The content is presented in the video within a 3-minute

Length
timeframe.

Total points

30