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 nonportable. 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 (CellPhones, 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
1. Students have been exposed to the problem solving process more than once and that the steps
are understood.
2. Students have been exposed to a variety of hand and power tools and can use them as needed.
3. Students have been trained in CAD and technical drawing.
4. Students have processed a variety of modeling and prototyping materials.
5. Students have accessed and use the internet, email, and research databases.
6. Students have performed on structured teams.
7. Students have been exposed to a variety of portable electronic devices
8. 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)
Engage
in multiple forms of discussion in order to process, make sense of, and learn
5.1.12.D.1
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 #
8.1.12.A.4
Cumulative Progress Indicator (CPI)
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 #
8.2.12.A.1
8.2.12.C.2
8.2.12.F.3
8.2.12.G.1
Cumulative Progress Indicator (CPI)
Design and create a technology product or system that improves the quality of life and
identify trade-offs, risks, and benefits.
Evaluate ethical considerations regarding the sustainability of resources that are used
for the design, creation, and maintenance of a chosen product.
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.
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 #
9.1.12.A.1
9.1.12.A.4
Cumulative Progress Indicator (CPI)
Apply critical thinking and problem-solving strategies during structured learning
experiences.
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 #
9.4.12.A.16
9.4.12.A.19
9.4.12.A.69
9.4.12.O.17
9.4.12.O.21
Cumulative Progress Indicator (CPI)
Employ critical thinking skills (e.g., analyze, synthesize, and evaluate) independently
and in teams to solve problems and make decisions.
Conduct technical research to gather information necessary for decision-making.
Demonstrate knowledge of tools, equipment, machinery, and technology used in this
cluster.
Employ critical thinking skills independently and in teams to solve problems and
make decisions.
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
 What are the two main types of
electrical currents?
 What is an Integrated Circuit?
 What are “Green” energy
production methods?
 What are the standards for USB
electrical components?
 What is Ohms Law?
 How do solar cells work?
Chris – on Bloom’s taxonomy, these are in
Unit Enduring Understandings
 All electronic devices either operate on
Alternating (AC) or Direct (DC) currents
 An IC is a small wafer, usually made of
silicon, that can hold anywhere from
hundreds to millions of transistors, resistors,
and capacitors. These extremely small
electronics can perform calculations and
store data.
 Hydro-Electric Generators, Solar Panel
Arrays, Wind Turbines.
 USB standards specify the connector design
the lower ends of the taxonomy ( knowledge
and understanding. If all this knowledge is
leading to designing, then your questions,
understandings, and learning targets need to
reflect this higher order thinking. I see a lot
of higher order thinking going on in this unit
that aren’t reflected in these three areas
adequately.


and pinout configurations for all connections
in any device that required USB connectivity
for power and data transfer
Ohm's law states that the current through a
conductor between two points 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)
1. Differentiate between the two types of electrical currents
2. Understand how electricity is created and distributed
3. Identify various electronic devices, components and Integrated Circuits
4. Understand how current transformers work
5. Demonstrate how to solder an electronic component to a wire lead and PCB
6. Understand how a Printed Circuit Board (PCB) works.
7. Identify how a solar cell works.
8. Demonstrate how to use an electronic multi-meter to take voltage readings.
9. Identify the various types of USB connectors and specifications.
10. Understand why electronic components are standardized.
11. Safely and accurately use tools and machines to process materials in generating a solution to a
problem.
12. Identify green energy production technologies.
13. Differentiate between renewable and non-renewable energy resources.
14. Demonstrate how to draw an label an electronic schematic
15. Demonstrate how to correctly assemble a basic DC parallel, series and voltage regulating
circuit.
16. Demonstrate how to develop a Morphological Matrix Chart for brainstorming design ideas.
17. Understand how to calculate variables using Ohm’s law formula.
18. Present evidence of a solution to a problem using the data gathered in the design process.
19. 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
Lesson 1: Introduction to AC/DC Electricity
 How electricity is supplied to your home
 Devices that require AC/DC currents
Formative Assessments:
 Teacher questioning during lesson
 Teacher generated diagrams on whiteboard
 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 students can interact
with
Notes:
http://www.youtube.com/watch?v=pXasvq1ivnw
Step Two: Frame the Design Brief
Introduction to Design Challenge
Lesson 2: Schematic Diagrams and
Components
Formative Assessments:
 Student design teams will begin
collaboration on what direction they 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: Use Handouts
Electronic Symbols Chart.pdf
Electronics Presentation.ppt

Notes: Have a variety of electronic
components available for students to interact
with and relate the schematic symbols to the
actual components
Step Three: Research & Brainstorming
Lesson 3: Series and Parallel Circuits
Lesson 4: Ohm’s Law & Resistors
Lesson 5: Morphological Chart Brainstorming
Notes: Morphological chart template can be
created a word document table that is 5 rows
Formative Assessments:
 Group contributes to teacher directed
schematics and diagrams on whiteboard to
plug in circuit components
Assuming you have multiple groups, how is this
being done logistically?
 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?
o 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.
o Students construct basic series and parallel
circuits using AA batteries, connectors and
colored LED’s (ULT # 15) method of
evaluation?
o Students develop morphological charts
using group determined attributes to begin
the brainstorming process.(ULT # 16)
Method of evaluation?
Notes: Use Handouts
Ohms Law & Series v Parallel.doc
by 8 columns with 2” square boxes
Morph Chart Example
Resistors.ppt
http://www.youtube.com/watch?v=Ta9lE0hPYI8
http://www.quickar.com/ledbasics.htm
Step Four: Generation Alternate Solutions
Lessons / Topics
Introduction to MintyBoost Tutorial and 5V
Charging Circuit
Lesson 6: IC & USB Standards and Power
Transformers
Students will also begin to develop rough
design sketches of their possible solution
using the completed morphological chart
Lesson 7: IC LM7805 and 5v Regulated USB
Charging Circuits
Notes:
MintyBoost Tutorial Page
Purchase USB Female A Cables Here:
USB Cables
Formative Assessments:
 Group discussion of USB powered and
connected devices, provide examples of
devices that use USB standards
 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.
 Teacher design meeting with groups to
discuss provide feedback of design ideas.
Summative Assessments
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)
Use :
DC Charging Devices.ppx
Step Five: Chosen Solution with Rationale
Lesson / Time
Lesson 8: PCB (Printed Circuit Boards) and
Soldering Techniques.
Formative Assessments:
 Group discussion of where you can find
PCB’s, what and how they are
manufactured. (ULT # 6)
 Group discussion and detailed look at the
MintyBoost PCB and possible soldering
MintyBoost Kit Assembly ??? Is this a lesson?
issues.
Again, a little too much group discussion used
for formative assessment. How are you ensuring
that all group members are equally 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
MintyBoost Kit Assembly ???????
Lesson 9: Renewable and Non-Renewable
energy resources
Lesson 10: Solar Cell Technology and Wiring of
Solar Film
Formative Assessments:
 Teacher questioned background knowledge
of what renewable and non-renewable
energy resources are.(ULT #13)
Lacks specificity. What is the format for this?
How is this being delivered?
Summative Assessments


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 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
Notes: Solar Film Supplier
See PowerFilm.jpeg for correct Polarity when
wiring.
Need to review this with students in advance of
assigning this. Make it part of the lesson if
necessary.
Step Seven: Prototype
Lessons / Topics
Lesson 11: DC Switches
Formative Assessments:
 Teacher critique of design solutions as
devices are fabricated by teams.
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 cell circuitry with the
MintyBoost into their design, to add the solar
charging component to the design project
Notes: See
Solar Cell Schematic.pdf
Step Eight: Testing and Evaluation
Lessons / Topics
Design Project Field Testing
Formative Assessments:
 Teacher critique of device specifications
and durability
Notes:
Summative Assessments:
 Team field testing of solutions and
capability of charging multiple devices
successfully.
Notes:
Step Nine: Redesign and Reflect
Lessons / Topics
Formative Assessments:

Redesign and Reflect
Notes: Warm and cool student feedback has
students participate in a 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.
Group critique of team design solutions
giving “Warm” and “Cool” 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:
Step Ten: Communicate
Lessons/ Topics
Presentation and Demonstration of Charging
Devices
Lesson 12: Public Speaking and Presentations
Are you reviewing the criteria for the
presentations? Are you showing videos of past
presentations by students to point out strengths
and weaknesses?
Notes: Teacher will develop criteria for
presentation format and guidelines in the
form of a rubric. Place this note under
assessments.
Formative Assessments:

Practice presentations with group members
and other groups
Are you equipping students with a rubric to score
the presentations? Is there opportunity for feedback
by their peers?
Summative Assessments:
 Team presentations of final solution and
data developed throughout the design
process (ULT # 18) How is this being
assessed?
Notes: Presentations can be completed in a
variety of formats; powerpoint, keynote, adobe
illustrator, prezi.
Corresponding Technology Student Association (TSA) Activities
Lesson Plans
Lesson
Timeframe
Lesson 1
Introduction to AC/DC Electronics
45mins / 2 days
2 Days to lecture
Lesson 2
Schematic Diagrams & Components
45 mins / 2 days
Day 1 Lecture
Day 2 Review/Student Complete Worksheets
Lesson 3
Series & Parallel Circuits
45mins / 3 Days
Day 1 Lecture
Day 2/3 Lecture/ Student Completing
Worksheets and Construction of Circuits
Lesson 4
Ohm’s Law & Resistors
45mins / 3 Days
Day 1 Lecture
Day 2/3 Student complete worksheets and use
existing LED circuits to include resistors
Lesson 5
Morphological Chart Brainstorming
45mins/4 days
Day 1 Lecture
Days 2-4 Morph Chart Development
Lesson 6
IC & USB Standards
45mins / 2days
Day 1 Lecture
Day 2 Lecture and USB Cable Prepping
Lesson 7
IC LM7805 / 5V Charging Circuits
45mins / 4 days
Day 1 Lecture
Day 2-4, Lecture and Circuit Construction
Lesson 8
PCB & Soldering Techniques
45mins / 5days
Day 1 Lecture and Soldering Techniques
Days 2-5, MintyBoost Kit Construction
Lesson 9
Renewable & Non-Renewable Energy Resources
45mins / 2 days lecture
Lesson 10
Solar Cell Technology
45mins / 3 days
Day 1 Lecture
Days 2-3, Solar Circuit Design
Lesson 11
DC Switches
45mins / 1day
Students will incorporate switch into solar
circuitry
Lesson 12
Public Speaking
45 mins / 2 days
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