FLIPPED CLASSROOM ACTIVITY CONSTRUCTOR
About this constructor For flipped classroom activity. Power point slides are chosen with required link for videos as a out of class activity. TPS activity is also designed as a discussion forum.
Table of Contents SECTION SLIDE # 6 15 19 ABOUT YOU 4 OUT-OF-CLASS SEGMENT 6 IN-CLASS 15 EVALUATION 19
About you Name: Mrs Renuka Hatwalne Department: Instrumentation Engineering College Name: ACPCE,Kharghar. Topic of flipped classroom: Digital Encoder
2 nd year UG students in Instrumentation Engineering Renuka Hatwalne Digital Encoder Transducer-I 2 nd year UG students in Instrumentation Engineering Instrumentation Mumbai University
Out-of-class Segment This section helps you design the Out-of-Class segment for topic Digital Encoder as Flipped Classroom Strategy.
About Out-of-Class Segment Instructional strategy for Out-of –class segment: Topic name: Digital encoder
Out-of-class Activity Design -1 Learning Objective(s) of Out-of-Class Activity 1.Students will be able to understand construction and working of Digital encoder. Key Concept(s) to be covered Digital encoder construction and working
Out-of-class Activity Design-1 Learning Objective(s) of Out-of-Class Activity At the end of watching the videos student should be able to Understand construction and working of digital encoder.(Understand level) Compare the different types of digital encoder.(Analyze) Key Concept(s) to be covered Absolute Encoder Incremental Encoder Translational Encoder Rotary Encoder
Digital Encoder for Video Selection Principle of Digital Encoder Youtube(https://youtu.be/7St8rsvYTTU) Absolute Vs incremental Encoder Youtube(https://youtu.be/Q9d3d-gNii8) The construction of Digital Encoder: Youtube (https://youtu.be/JwU_DrI_Mmc) Please note that Repository List is not exclusive and there are many more in the web. Please check this link from Edutopia for more information.
Mapping Concept to Video Source VIDEO SEGMENT DURATION (in min) How digital encoder works V1-00-1.16 1.16 Absolute Vs incremental Encoder V2-00-8.15 8.15 construction of Digital Encoder V3-00-6.32 6.32
Out-of-class Activity Design - 2 Main Video Source URL https://youtu.be/YdkyzwTYzOo License of Video Creative Commons CC BY license. Mapping Concept to Video Source CONCEPT VIDEO SEGMENT DURATION (in min) Application of Encoders V1-00-3.49 3.49 V2-00-0.40 0.40 Design 1 duration 15.63 Total 19.52
Out-of-class Activity Design - 3 Aligning Assessment with Learning Objective Learning Objective Assessment Strategy Expected Duration (in min) Additional Instructions (if any) Understand construction and working of digital encoder Q1.List the different types of encoders. Q.2 Explain the principle of digital encoder. 10 minutes Watch V1,V2,V3 and then answer Q1 and Q2
Out-of-class Activity Design - 3 Aligning Assessment with Learning Objective Learning Objective Assessment Strategy Expected Duration (in min) Additional Instructions (if any) Compare the different types of digital encoder Q1.Compare absolute & incremental encoder. Q.2 Compare rotary and linear encoder 10 minutes Submit answers to all questions 3 hours before coming to class. Total activity duration 20 minutes
In-class Segment This section is for designing the in-class segment of Flipped Classroom Strategy.
In-class Activity Design -1 Learning Objective(s) of In-Class Activity At the end of the class, students will be able to, Understand construction and working of Digital encoder. Analyze encoder as per their types. Realize their applications.
In-class Activity Design -2 Active Learning activity that you plan to do Think-Pair-Share: Time-(15 min) Why digital transducer is beneficial than analog transducer. Objective questions: A linear displacement transducer (digital) normally user a) Straight binary code b) BCD C) Gray code d) Hexadecimal code.
In-class Activity Design -2 Incremental counters use a) One channel b) Two channels c) Two channels and sometimes three d) None of the above. Absolute encoders are used for a) Normally one revolution b) Continuous speed c) Continuous speed in both the directions d) None of above
Concept clarification using. Peer Instruction: Discussion with the peers with the same question as maintained above. Students will solve the questions. And solving this by peer discussion. Summarization of concept.