The Electric Kombi Conversion Project – Topic 4: Student design portfolios – applying thinking to design processes


Kombi Unit

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:

  • gyroscopes
  • accelerometers
  • sensors

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)

Example of a simple sketch: a mini torch project

Example of a simple sketch and Plus Minus Interesting tool for decision making: the electric guitar project

Example of a Student Design Portfolio: the jewellery project

Move to Next Topic

Back to Main Page