Flexible printed circuit board
    1.
    外观设计

    公开(公告)号:USD1016762S1

    公开(公告)日:2024-03-05

    申请号:US29837777

    申请日:2022-05-09

    Abstract: FIG. 1 is a perspective view of a flexible printed circuit board showing our
    FIG. 2 is a front elevational view thereof;
    FIG. 3 is a rear elevational view thereof;
    FIG. 4 is a left side elevational view thereof;
    FIG. 5 is a right side elevational view thereof;
    FIG. 6 is a top plan view thereof;
    FIG. 7 is a bottom plan view thereof;
    FIG. 8 is an enlarged portion view taken from encircled portion labeled, “FIG. 8,” in FIG. 2; and,
    FIG. 9 is a perspective view thereof, shown in a folded configuration.
    The even dashed broken lines illustrate portions of the flexible printed circuit board that forms no part of the claimed design. The dashed-dot lines shown in FIGS. 2 and 8 illustrate the boundary of the enlarged portion view in FIG. 8.

    Spotlight
    2.
    外观设计

    公开(公告)号:USD1045199S1

    公开(公告)日:2024-10-01

    申请号:US29797905

    申请日:2021-07-02

    Abstract: FIG. 1 is a bottom perspective view of a spotlight of the present invention;
    FIG. 2 is a top perspective view thereof;
    FIG. 3 is a front view thereof;
    FIG. 4 is a rear view thereof;
    FIG. 5 is a first side view thereof;
    FIG. 6 is a second side view thereof;
    FIG. 7 is a top view thereof; and,
    FIG. 8 is a bottom view thereof.
    The broken lines in the drawings represent portions of the spotlight that form no part of the claimed design.

    Educational tool for programming
    3.
    外观设计

    公开(公告)号:USD1034801S1

    公开(公告)日:2024-07-09

    申请号:US29837772

    申请日:2022-05-09

    Abstract: FIG. 1 is a front perspective view of an educational tool for programming showing our new design;
    FIG. 2 is a rear perspective view thereof;
    FIG. 3 is a front elevational view thereof;
    FIG. 4 is a rear elevational view thereof;
    FIG. 5 is a left side elevational view thereof;
    FIG. 6 is a right side elevational view thereof;
    FIG. 7 is a top plan view thereof;
    FIG. 8 is a bottom plan view thereof; and,
    FIG. 9 is a cross-sectional view thereof, taken along lines 9-9 of FIG. 3.
    The broken lines in the drawings illustrate portions of the educational tool for programming that form no part of the claimed design. The dash-dotted lines in the drawings define the boundaries of the claimed design.

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