Unit Plan Design Template
|Unit Overview – Socially Responsible Engineering & Technology (POS) |
|Course: Y2 – Energy & Power |
|Unit Title: “Fully Charged” – Portable Electronics’ Solar Charging Device |
|Approximate Length of Unit: 6 Weeks (based on five day weeks; 45 minute periods each day) |
|Unit Summary |
|This unit will expose students to basic DC electronics theory, IC (Integrated Circuits) and solar cell technologies. Integrated DC circuits|
|are at the heart of every electronic device, portable and non-portable. Globally, energy production and consumption has taken a toll on our|
|environment. The current and future trend is to develop electronic products, systems and devices that use “Green” energy technologies |
|and/or are highly energy efficient. |
|At the beginning of the unit we will look at three major “Green” energy production technologies; Hydro-Electric, Wind and Solar Array. The |
|culminating Design Challenge will have students designing a portable DC charging device that is completely “Off Grid”. Students will use |
|current solar film technology to re-charge batteries that power the portable charging device. The charging unit will be capable of |
|providing portable “green” power to a variety of USB powered electronic devices (Cell-Phones, MP3 Players, Tablets, Cooling Fans etc...) |
|Primary Interdisciplinary Connections: Electrical Engineering, Computer Science |
|21st Century Themes: Creativity and Innovation, Critical Thinking and Problem Solving, Systems, Alternate Energy |
|Unit Rationale |
|Of all human-designed technology, it would be difficult to find a technology that has had a larger impact on human existence than |
|electronic-enabled technologies. In the late-1700’s human existence consisted of an agrarian culture supported strictly by mechanical and |
|metallurgical technologies. However, in a mere 100 years (1-2 human life spans), by the late 1800’s, transportation, housing, food |
|cultivation and preparation, healthcare and communications were revolutionized by the use of electronics-enabled technologies. Some of |
|these enabling technologies included motorized vehicles, lighting and heating, telegraphs, radios and telephones. After an additional |
|brief 100 year span, from approximately 1900 to 2000, brings us to current time where electronics technology is truly dominant in society. |
|Today, we enjoy the benefits from numerous electronics capabilities and a significant percentage of this “electro” dependence contributes |
|directly to the rapidly growing portable electronics industry. The question is, can we design and engineer these devices to be more energy |
|efficient and incorporate renewable energy technologies. This unit will give students insight on current renewable energy trends and how |
|they can incorporate it into their everyday way of life. |
|Suggested Materials: |
|Variety of plastic containers, plastics, cloth and fabrics, old backpacks, purses, small storage containers. USB mini and micro cables, USB|
|“A” female cable. The IC charging circuit is called the MintyBoost v3.0, this is a kit that can be purchased from Adafruit Industries. |
|18-22GA solid core wire, electronics solder, solder suckers, double sided tape, AA NIMH Re-Chargeable Batteries, 9v Batteries and Snaps, |
|small breadboards, 5V Voltage Regulator (LM7805), .22uf radial capacitors, blocking diodes (35VDC), 3V LED’s. The flexible solar film can |
|be purchased here, Solar Made Power Film |
| |
|Suggested Tools/Machines: |
|Basic materials processing and electronics tools such as: |
|- Hand Tools |
|- Power Tools |
|- Soldering Irons and Stands |
|- Wire Cutters and Strippers |
|- Scroll Saw/Band Saw |
|- Drill Press |
|- Sanders |
|Unit Assumptions |
|Students have been exposed to the problem solving process more than once and that the steps are understood. |
|Students have been exposed to a variety of hand and power tools and can use them as needed. |
|Students have been trained in CAD and technical drawing. |
|Students have processed a variety of modeling and prototyping materials. |
|Students have accessed and use the internet, email, and research databases. |
|Students have performed on structured teams. |
|Students have been exposed to a variety of portable electronic devices |
|Students have a basic understanding of electronics |
|Learning Targets |
|Math (NJCCCS 4) |
|4.2 All students will develop spatial sense and the ability to use geometric properties, relationships, and measurement to model, describe,|
|and analyze phenomena. |
|CPI # | Cumulative Progress Indicator (CPI) |
| | |
|4.2.12 A.2 |Geometric Properties - Draw perspective views of 3D objects on isometric dot paper, given 2D representations (e.g., |
| |nets or projective views). |
| | |
| | |
|Science (NJCCCS 5) |
|5.1 Science Practices: Students will understand that science is both a body of knowledge and an evidence-based, model-building enterprise |
|that continually extends, refines, and revises knowledge. The four science practices strands encompass the knowledge and reasoning skills |
|that students must acquire to be proficient in science. |
|CPI # | Cumulative Progress Indicator (CPI) |
|5.1.12.D.1 |Engage in multiple forms of discussion in order to process, make sense of, and learn from others’ ideas, |
| |observations, and experiences. |
|Educational Technology (NJCCCS 8.1) |
|8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve |
|problems individually and collaboratively and to create and communicate knowledge. |
|CPI # | Cumulative Progress Indicator (CPI) |
|8.1.12.A.4 |Create a personalized digital portfolio that contains a résumé, exemplary projects, and activities, which together |
| |reflect personal and academic interests, achievements, and career aspirations. |
|8.1.12.F.2 |Analyze the capabilities and limitations of current and emerging technology resources and assess their potential to |
| |address educational, career, personal, and social needs. |
|Engineering and Technological Literacy (NJCCCS 8.2) |
|8.2 Technology Education, Engineering, and Design: All students will develop an understanding of the nature and impact of technology, |
|engineering, technological design, and the designed world, as they relate to the individual, global society, and the environment. |
|CPI # | Cumulative Progress Indicator (CPI) |
|8.2.12.A.1 |Design and create a technology product or system that improves the quality of life and identify trade-offs, risks, |
| |and benefits. |
|8.2.12.C.2 |Evaluate ethical considerations regarding the sustainability of resources that are used for the design, creation, |
| |and maintenance of a chosen product. |
|8.2.12.F.3 |Select and utilize resources that have been modified by digital tools (e.g., Computer Numeric Control (CNC) |
| |equipment, CAD software) in the creation of a technological product or system. |
|8.2.12.G.1 |Analyze the interactions among various technologies and collaborate to create a product or system demonstrating |
| |their interactivity. |
|21st Century Skills (NJCCCS 9.1) |
|9.1 21st-Century Life & Career Skills: All students will demonstrate the creative, critical thinking, collaboration, and problem-solving |
|skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures. |
|CPI # | Cumulative Progress Indicator (CPI) |
|9.1.12.A.1 |Apply critical thinking and problem-solving strategies during structured learning experiences. |
|9.1.12.A.4 |Justify problem-solving strategies used in the development of a particular innovative product or practice in the |
| |United States and in another country. |
| | |
|Standards 9.4 Career and Technical Education All students who complete a career and technical education program will acquire academic and |
|technical skills for careers in emerging and established professions that lead to technical skill proficiency, credentials, certificates, |
|licenses, and/or degrees. |
|CPI # | Cumulative Progress Indicator (CPI) |
|9.4.12.A.16 |Employ critical thinking skills (e.g., analyze, synthesize, and evaluate) independently and in teams to solve |
| |problems and make decisions. |
|9.4.12.A.19 |Conduct technical research to gather information necessary for decision-making. |
|9.4.12.A.69 |Demonstrate knowledge of tools, equipment, machinery, and technology used in this cluster. |
|9.4.12.O.17 |Employ critical thinking skills independently and in teams to solve problems and make decisions. |
|9.4.12.O.21 |Effectively develop and apply the skills inherent in systems engineering in which requirements, configuration, |
| |integration, project management, quality assurance, and process applications are necessary. |
|9.4.12.O.(1).7 |Use mathematics, science, and technology concepts and processes to solve problems in projects involving design and /|
| |or production. |
|9.4.12.O.(1).8 |Select and use a range of communication technologies, including word processing, spreadsheet, database, |
| |presentation, email, and Internet applications, to locate and display information. |
|9.4.12.O.(1).9 |Employ concepts and processes for the application of technology to engineering. |
|9.4.12.O.(1).12 |Model technical competence by developing and applying processes and concepts in the design process. |
|9.4.12.O(1).2 |Apply and use algebraic, geometric, and trigonometric relationships, characteristics, and properties to solve |
| |problems. |
|9.4.12.O(1).6 |Explain relationships among specific scientific theories, principles, and laws that apply to technology and |
| |engineering. |
|Mathematics (Common Core) |
|G-MG.3. Apply geometric methods to solve design problems (e.g., designing an object or structure to satisfy physical constraints or |
|minimize cost; working with typographic grid systems based on ratios).★ |
|N-Q.1. Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently |
|in formulas; choose and interpret the scale and the origin in graphs and data displays. |
|Science (Common Core) |
|RST.11-12.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific |
|scientific or technical context relevant to grades 11–12 texts and topics. |
| |
|Industry Standards |
| |
|NOCDI |
|STEM – Pre-Engineering, Engineering Technology |
|IEEE - International Electrical & Electronics Engineers |
| |
|Unit Essential Questions |Unit Enduring Understandings |
|What are the two main types of electrical currents? |All electronic devices either operate on Alternating (AC) or Direct (DC) |
|What is an Integrated Circuit? |currents |
|What are “Green” energy production methods? |An IC is a small wafer, usually made of silicon, that can hold anywhere |
|What are the standards for USB electrical components? |from hundreds to millions of transistors, resistors, and capacitors. |
|What is Ohms Law? |These extremely small electronics can perform calculations and store |
|How do solar cells work? |data. |
|Chris – on Bloom’s taxonomy, these are in the lower ends of the |Hydro-Electric Generators, Solar Panel Arrays, Wind Turbines. |
|taxonomy ( knowledge and understanding. If all this knowledge is|USB standards specify the connector design and pinout configurations for |
|leading to designing, then your questions, understandings, and |all connections in any device that required USB connectivity for power |
|learning targets need to reflect this higher order thinking. I |and data transfer |
|see a lot of higher order thinking going on in this unit that |Ohm's law states that the current through a conductor between two points |
|aren’t reflected in these three areas adequately. |is directly proportional to the potential difference across the two |
| |points |
| |Solar cells convert light energy into a DC electrical current. |
| | |
| |These enduring understandings reflect mostly knowledge level questions. |
| |If students are designing, your understandings need to incorporate this |
| |level of thinking on Bloom’s. |
| | |
| | |
|Unit Learning Targets (ULT) |
|Differentiate between the two types of electrical currents |
|Understand how electricity is created and distributed |
|Identify various electronic devices, components and Integrated Circuits |
|Understand how current transformers work |
|Demonstrate how to solder an electronic component to a wire lead and PCB |
|Understand how a Printed Circuit Board (PCB) works. |
|Identify how a solar cell works. |
|Demonstrate how to use an electronic multi-meter to take voltage readings. |
|Identify the various types of USB connectors and specifications. |
|Understand why electronic components are standardized. |
|Safely and accurately use tools and machines to process materials in generating a solution to a problem. |
|Identify green energy production technologies. |
|Differentiate between renewable and non-renewable energy resources. |
|Demonstrate how to draw an label an electronic schematic |
|Demonstrate how to correctly assemble a basic DC parallel, series and voltage regulating circuit. |
|Demonstrate how to develop a Morphological Matrix Chart for brainstorming design ideas. |
|Understand how to calculate variables using Ohm’s law formula. |
|Present evidence of a solution to a problem using the data gathered in the design process. |
|Document the use of the engineering design process to develop a solution to a problem. |
|Chris – Again, mostly in range of knowledge and understanding. #18 is exception. This requires higher order thinking. I don’t see where |
|designing is brought in. |
|Project-Based Learning Plan: |
|Engineering Design Process (Sequence and Assessments) |
|Design Brief: |
|Please See attached worksheet. |
| |
| |
| |
| | |
|Teacher Instruction |Student Evaluation |
|Step One: Identify the Problem |
|Lessons / Topics |Formative Assessments: |
|Lesson 1: Introduction to AC/DC Electricity |Teacher questioning during lesson |
|How electricity is supplied to your home |Teacher generated diagrams on whiteboard |
|Devices that require AC/DC currents |Student discussion and reflection throughout lesson. |
| |Summative Assessments: |
| |Students will create a short list of products and/or devices that they |
| |interact with and determine the type of current and voltage that they |
| |require. (ULT # 1,2) |
| |How is this being graded? Where and when is this assignment reviewed |
| |with students? Is it a written assignment or a quiz? |
| |If possible students with cell phones can remove their batteries to |
| |explore the electronic specifications. (ULT # 3) |
| |How is this being graded? What if students don’t have a cell phone? |
| |How are they being graded? |
| |Guided Practice Power Point Presentation |
| | |
| |Chris – where is the guided practice powerpoint presentation reviewed |
| |for students? Should be included in your instruction. All assessments|
| |should be reviewed prior to being given with models provided where |
| |possible. |
|Notes: Have a variety of electric/electronic devices (AC & DC) that|Notes: |
|students can interact with | |
|Step Two: Frame the Design Brief |
| |Formative Assessments: |
|Introduction to Design Challenge |Student design teams will begin collaboration on what direction they |
|Lesson 2: Schematic Diagrams and Components |will take in the overall design of their device |
| |Student group discussion of where they have seen schematic diagrams and|
| |electronic components (ULT # 3,10) |
| |Summative Assessments: |
| |Students will complete an electronic component symbols chart (ULT #14) |
| |Students will sketch basic DC circuit schematic diagrams (ULT # 15) |
| |How are these both being assessed? Rubrics? |
|Notes: Have a variety of electronic components available for |Notes: Use Handouts |
|students to interact with and relate the schematic symbols to the |Electronic Symbols Chart.pdf |
|actual components |Electronics Presentation.ppt |
|Step Three: Research & Brainstorming |
|Lesson 3: Series and Parallel Circuits |Formative Assessments: |
| |Group contributes to teacher directed schematics and diagrams on |
|Lesson 4: Ohm’s Law & Resistors |whiteboard to plug in circuit components |
| |Assuming you have multiple groups, how is this being done logistically?|
|Lesson 5: Morphological Chart Brainstorming |Group uses whiteboard generated parallel and series circuit diagrams to|
| |solve for missing variables in Ohms Law (Voltage, Current, or |
| |Resistance) |
| |This is an instructional activity not formative assessment the way it |
| |is written. |
| |Teacher and group developed Morphological chart on whiteboard to |
| |determine 5 design attributes. |
| |The way this is written sounds more like an instructional activity than|
| |formative assessement. |
| | |
| |Summative Assessments |
| |Chris – have you demonstrated or reviewed the assessments and what you |
| |expect in advance? Are you showing students models of high rubric |
| |scores and low rubric scores? |
| |Student completes Ohm’s law problems worksheet. (ULT # 17) Chris – not|
| |crazy about putting grades to worksheets. Worksheets are usually for |
| |practice or graded as homework. I would rather see a quiz or part of a|
| |written test here. |
| |Students construct basic series and parallel circuits using AA |
| |batteries, connectors and colored LED’s (ULT # 15) method of |
| |evaluation? |
| |Students develop morphological charts using group determined attributes|
| |to begin the brainstorming process.(ULT # 16) |
| |Method of evaluation? |
|Notes: Morphological chart template can be created a word document|Notes: Use Handouts |
|table that is 5 rows by 8 columns with 2” square boxes |Ohms Law & Series v Parallel.doc |
|Morph Chart Example |Resistors.ppt |
| | |
| | |
|Step Four: Generation Alternate Solutions |
|Lessons / Topics |Formative Assessments: |
|Introduction to MintyBoost Tutorial and 5V Charging Circuit |Group discussion of USB powered and connected devices, provide examples|
| |of devices that use USB standards |
|Lesson 6: IC & USB Standards and Power Transformers |Group discussion of “How do you charge your cell-phone /ipod?” |
| |May want to look at varying you formative assessment a little more. |
| |Refer to resource guide on formative assessment activities in Dropbox. |
|Students will also begin to develop rough design sketches of their |Teacher design meeting with groups to discuss provide feedback of |
|possible solution using the completed morphological chart |design ideas. |
| |Summative Assessments |
|Lesson 7: IC LM7805 and 5v Regulated USB Charging Circuits |Chris – determine how you are assessing the list of below. Are you |
| |observing them do this and checking off a rating sheet, for example? |
| |Are any of these paper and pencil? Are these performance activities |
| |you are evaluating? |
| |Students will access mintyboost tutorial page on Internet and list all |
| |of its components and determine what IC it uses.(ULT # 9) |
| |Students will cut and strip a USB A Female cable to determine its color|
| |code. (ULT #6) |
| |Students will determine specifications of ac/dc phone charger adapters |
| |provided and list relevant information.(ULT # 4) |
| |Students will create preliminary design sketches in isometric format |
| |Students will create 5V USB charging circuit and test final circuit |
| |using multi meter to determine output (ULT # 8) |
|Notes: |Use : |
|MintyBoost Tutorial Page |DC Charging Devices.ppx |
|Purchase USB Female A Cables Here: | |
|USB Cables | |
|Step Five: Chosen Solution with Rationale |
|Lesson / Time |Formative Assessments: |
| |Group discussion of where you can find PCB’s, what and how they are |
| |manufactured. (ULT # 6) |
|Lesson 8: PCB (Printed Circuit Boards) and |Group discussion and detailed look at the MintyBoost PCB and possible |
|Soldering Techniques. |soldering issues. |
| |Again, a little too much group discussion used for formative |
| |assessment. How are you ensuring that all group members are equally |
|MintyBoost Kit Assembly ??? Is this a lesson? |participating and getting the feedback they need? |
| |Observe and discuss differences from the 5V Regulator circuit and the |
| |MintyBoost PCB. How is this observation taking place and how are they |
| |receiving feedback. Lacks specificity. |
| | |
| |Summative Assessments |
| | |
| |See earlier comments. |
| |Groups will solder all connections on their 5V regulator circuit (ULT |
| |#5) |
| |Finalize design sketches using exact specifications of MintyBoost PCB |
| |layout |
| |Submit 2-3 paragraph rational statement of intended design solution. |
|Notes: Have students access MintyBoost tutorial online or print out| |
|hard copies for students to reference during the assembly of the | |
|circuit. It is important that the instructor carefully monitors | |
|each group to ensure the correct placement and soldering of the | |
|MintyBoost components to the PCB | |
| | |
|Step Six: Developmental Work |
|Lesson / Time |Formative Assessments: |
| |Teacher questioned background knowledge of what renewable and |
|MintyBoost Kit Assembly ??????? |non-renewable energy resources are.(ULT #13) |
| |Lacks specificity. What is the format for this? How is this being |
|Lesson 9: Renewable and Non-Renewable energy resources |delivered? |
| |Summative Assessments |
|Lesson 10: Solar Cell Technology and Wiring of Solar Film | |
| |Completion of MintyBoost PCB assembly and multi-meter output testing |
| |(ULT # 5,8) |
| |How are you assessing this? Where did you review the specifications |
| |and requirements for this with the students in advance? What form is |
| |the multi-meter output testing in? |
| |Solar Film Wiring and multi-meter voltage output readings. (ULT #7,8) |
| |?????? |
| | |
| | |
|Have students access MintyBoost tutorial online or print out hard |Notes: Solar Film Supplier |
|copies for students to reference during the assembly of the |See PowerFilm.jpeg for correct Polarity when wiring. |
|circuit. It is important that the instructor carefully monitors | |
|each group to ensure the correct placement and soldering of the | |
|MintyBoost components to the PCB | |
| | |
|Need to review this with students in advance of assigning this. | |
|Make it part of the lesson if necessary. | |
|Step Seven: Prototype |
|Lessons / Topics |Formative Assessments: |
| |Teacher critique of design solutions as devices are fabricated by |
| |teams. |
|Lesson 11: DC Switches |More specificity. Are you meeting with the teams or meeting with |
| |individuals to give feedback? |
| | |
| | |
| |Summative Assessments: |
| |Completion of MintyBoost PCB and incorporating/modification into |
| |portable units |
| |Addition of solar cell switching circuit to charge MintyBoost |
| |batteries. |
| |Not clear what the products here look like and how they are being |
| |assessed. Need to discuss this with you. |
|Notes: At this stage students should be incorporating the solar |Notes: See |
|cell circuitry with the MintyBoost into their design, to add the |Solar Cell Schematic.pdf |
|solar charging component to the design project | |
|Step Eight: Testing and Evaluation |
|Lessons / Topics |Formative Assessments: |
| |Teacher critique of device specifications and durability |
|Design Project Field Testing | |
| |Summative Assessments: |
| |Team field testing of solutions and capability of charging multiple |
| |devices successfully. |
|Notes: |Notes: |
|Step Nine: Redesign and Reflect |
|Lessons / Topics |Formative Assessments: |
| |Group critique of team design solutions giving “Warm” and “Cool” |
|Redesign and Reflect |feedback |
| | |
| |Summative Assessments: |
| |Student teams complete engineering digital design portfolio documenting|
| |entire scope of project. (ULT # 19) This is first mention of a |
| |portfolio. Again, when were expectations and criteria for portfolio |
| |discussed and reviewed with students? |
|Notes: Warm and cool student feedback has students participate in a|Notes: |
|unanimous critiquing session where design projects are displayed | |
|around the room and students can walk around and write their | |
|comments on clipboards next to each project Put this in notes under| |
|assessment. This is a good formative assessment activity. | |
|Step Ten: Communicate |
|Lessons/ Topics |Formative Assessments: |
|Presentation and Demonstration of Charging Devices | |
| |Practice presentations with group members and other groups |
|Lesson 12: Public Speaking and Presentations |Are you equipping students with a rubric to score the presentations? Is|
| |there opportunity for feedback by their peers? |
|Are you reviewing the criteria for the presentations? Are you | |
|showing videos of past presentations by students to point out |Summative Assessments: |
|strengths and weaknesses? |Team presentations of final solution and data developed throughout the |
| |design process (ULT # 18) How is this being assessed? |
|Notes: Teacher will develop criteria for presentation format and |Notes: Presentations can be completed in a variety of formats; |
|guidelines in the form of a rubric. Place this note under |powerpoint, keynote, adobe illustrator, prezi. |
|assessments. | |
|Corresponding Technology Student Association (TSA) Activities |
| |
|Lesson Plans |
|Lesson |Timeframe |
|Lesson 1 |45mins / 2 days |
|Introduction to AC/DC Electronics |2 Days to lecture |
|Lesson 2 |45 mins / 2 days |
|Schematic Diagrams & Components |Day 1 Lecture |
| |Day 2 Review/Student Complete Worksheets |
|Lesson 3 |45mins / 3 Days |
|Series & Parallel Circuits |Day 1 Lecture |
| |Day 2/3 Lecture/ Student Completing Worksheets and Construction of |
| |Circuits |
|Lesson 4 |45mins / 3 Days |
|Ohm’s Law & Resistors |Day 1 Lecture |
| |Day 2/3 Student complete worksheets and use existing LED circuits to |
| |include resistors |
|Lesson 5 |45mins/4 days |
|Morphological Chart Brainstorming |Day 1 Lecture |
| |Days 2-4 Morph Chart Development |
|Lesson 6 |45mins / 2days |
|IC & USB Standards |Day 1 Lecture |
| |Day 2 Lecture and USB Cable Prepping |
|Lesson 7 |45mins / 4 days |
|IC LM7805 / 5V Charging Circuits |Day 1 Lecture |
| |Day 2-4, Lecture and Circuit Construction |
|Lesson 8 |45mins / 5days |
|PCB & Soldering Techniques |Day 1 Lecture and Soldering Techniques |
| |Days 2-5, MintyBoost Kit Construction |
|Lesson 9 |45mins / 2 days lecture |
|Renewable & Non-Renewable Energy Resources | |
|Lesson 10 |45mins / 3 days |
|Solar Cell Technology |Day 1 Lecture |
| |Days 2-3, Solar Circuit Design |
|Lesson 11 |45mins / 1day |
|DC Switches |Students will incorporate switch into solar circuitry |
|Lesson 12 |45 mins / 2 days |
|Public Speaking | |
|Teacher Notes: The above timeframes are just an estimated suggestion as to how much class time should be allocated throughout the entire design|
|process. Once students complete the circuitry portion of the activity, there should be an additional week or so for teams to complete the |
|carrier/holder component. |
| |
|Curriculum Development Resources |
|Resources are imbedded throughout document and additional supplements are provided |
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