Inquiry question 4:
How can we document our thoughts and decisions in the development of the model Kombi?
6.2 Technologies related to motion:
Students learn about:
Students learn to:
- Describe how various technologies related to motion function
- Apply various motion technologies to the design of student projects
Lessons 10, 11 & 12:
Teacher instructions: Discussion on the expectations of the layout and content of a student design portfolio. Examples to include opportunities and evidence of:
- Divergent thinking with simple sketches with annotations. The mini torch example illustrates the use of annotations to highlight design features and ideas.
- Convergent thinking such as PMIs/pros/cons comments that justify design decisions. The guitar project demonstrates the use of PMIs (Plus, Minus, Interesting) to
assist in the decision-making process.
Student design portfolio construction: Students to create a design portfolio journaling the Kombi design and development of the ideas into a prototype.
- Whilst the project is to be completed in pairs, each student completes a portfolio for assessment.
Teacher instructions: link to examples of student design portfolios (Teachers use their own exemplars or link to those from ACARA – see example below).
Understanding the difference between Divergent and Convergent thinking (visual representation)