FLIPPED CLASSROOM ACTIVITY CONSTRUCTOR – USING EXISTING CONTENT PRIYA SBM JJCET,TRICHY

Table of Contents SECTION SLIDE # 5 26 ABOUT YOU 3 OUT-OF-CLASS SEGMENT 5 EVALUATION OUT-OF-CLASS 15 IN-CLASS SEGMENT 16 EVALUATION IN-CLASS 26

About you I am Priya SBM working as Asst.Prof. in ECE department at JJ College of Engineering and Technology, Trichy, TamilNadu. My area of specialization is Wireless Communication, Digital Communication, Digital Signal Processing, Wireless Networks In this worksheet, I am about to teach you the Equalization in Wireless Communication.

IV Year BE and I year ME (Communication Systems) Students S B M PRIYA Equalization Wireless Communication Communication Systems IV Year BE and I year ME (Communication Systems) Students JJ College of Engineering and Technology

Out-of-class Activity Design-1 Learning Objective(s) of Out-of-Class Activity After listening the video, the student could able to Recollect the propagation mechanisms in wireless channel(Recall Level) Explain the importance of Equalizers and adaptive equalizer for a wireless scenario (Understand Level) Mapping suitable equalizer for the given wireless channel scenario (Understand Level) Design a Equalizer for the given wireless scenario (Apply Level) Key Concept(s) to be covered Equalizers , Adaptive Equalizers , Equalizer Algorithms

Out-of-class Activity Design - 2 Main Video Source URL https://www.youtube.com/watch?v=xN_usmPRwg4 License of Video CC-BY-SA (reuse allowed), NPTEL Mapping Concept to Video Source CONCEPT VIDEO SEGMENT DURATION (in min) Adaptive Equalizer V1 - 0:00 – 7.20 7.20 Generic Adaptive Equalizer V2 – 7.21– 12.57 5.36 Survey of Equalization Techniques V3 – 13:00 – 20.12 7.12 Linear Equalizers V4 –20.13-28.10 7.57 V5 – 28.10-34.20 6.10 Non Linear Equalizers V6 – 34.20-41.33 7.13 V7– 41.34-44.35 3.01 For Video, Click on the hyperlink (V1,V2, V3,…) individually and listen to the lectures. Do the assessment given in next slides TOTAL DURATION 44.35 min

Out-of-class Activity Design - 3 Aligning Assessment with Learning Objective Learning Objective Assessment Strategy Expected Duration (in min) Additional Instructions (if any) Recollect the propagation mechanisms in wireless channel Q1. Differentiate Fast and Slow fading. Q2. What is the roll of doppler spread in a channel? 3 minutes Watch V1 and then answer Q1 Q2

Out-of-class Activity Design - 3 Aligning Assessment with Learning Objective Learning Objective Assessment Strategy Expected Duration (in min) Additional Instructions (if any) The importance of Equalizers and adaptive equalizer for a wireless scenario Q3. What will happen while equalizing the frequency selective channel? Q4. If h(t) is the channel response and heq(t) is the equalizer response, then write down the ideal relation between them. 5 minutes Watch V1 and then answer Q3 and Q4

Out-of-class Activity Design - 3 Aligning Assessment with Learning Objective Learning Objective Assessment Strategy Expected Duration (in min) Additional Instructions (if any) The importance of Equalizers and adaptive equalizer for a wireless scenario Q5. Adaptive Filter is modeled to be a ---------- filter Q6. Which parameter decide the number of taps and delay elements in Adaptive Equalizer. 2 minutes Watch V2 and then answer Q5 and Q6

Out-of-class Activity Design - 3 Aligning Assessment with Learning Objective Learning Objective Assessment Strategy Expected Duration (in min) Additional Instructions (if any) The importance of Equalizers and adaptive equalizer for a wireless scenario Q7. What is the controlling parameter in Adaptive equalizer? Q8. What are the possible structures in linear and non linear equalizers? 3 minute Watch V3 and then answer Q7 and Q8

Out-of-class Activity Design - 3 Aligning Assessment with Learning Objective Learning Objective Assessment Strategy Expected Duration (in min) Additional Instructions (if any) The importance of Equalizers and adaptive equalizer for a wireless scenario Q9. Equalizer with feed forward and feedback filter are known as -------- Q10. Write down the expression for transversal filter output. 2 minutes Watch V4 and then answer Q9 and Q10

Out-of-class Activity Design - 3 Aligning Assessment with Learning Objective Learning Objective Assessment Strategy Expected Duration (in min) Additional Instructions (if any) The importance of Equalizers and adaptive equalizer for a wireless scenario Q11. What are the advantages of lattice filter Q12. Write down the filters available in DFE Q13. Write down the need of non-linear equalizer Q14. What is the optimal equalizer in NLE. 5 minutes Watch V5 and then answer Q11 Watch V6 and answer Q12, Q13 Watch V7 and answer Q14.

Out-of-class Activity Design - 3 Aligning Assessment with Learning Objective Learning Objective Assessment Strategy Expected Duration (in min) Additional Instructions (if any) Mapping equalizer to given wireless scenario Q15. For a frequency selective, highly faded channel identify the equalizer which can produce maximum probability of output Q16. If the channel is slowly fading, what will be the equalizer suitable for the given environment. 5 minutes Answer the questions Q15 and Q16 after assimilating the video concepts (V1- V7).

Out-of-class Activity Design - 3 Aligning Assessment with Learning Objective Learning Objective Assessment Strategy Expected Duration (in min) Additional Instructions (if any) Design an equalizer for the given wireless scenario. Q17. Design a linear equalizer with 5 tap and 5 delay element using transversal structure. 5 minutes Submit your answer on or before 5th October, 2017. Total activity duration 30 minutes

Evaluation of Out-of-Class Activity The questions from Q1-Q16 hold 1 mark each. The question Q17 holds 4 marks. TOTAL MARKS = 20 Announcement : The marks secured by students will be added with the 3rd assessment test (Out of 10Marks). In addition, 1 Lecture Hour will be awarded after the completion of Assignment Submission.

In-class Activity Design -1 Learning Objective(s) of In-Class Activity At the end of the class, students will be able to, Design a equalizer for the given wireless scenario(ANALYZE Level) Identifying the key characteristics of equalizer. (ANALYZE Level) Key Concept(s) to be covered Equalizer design Equalizer characteristics.

In-class Activity Design -2 Active Learning activities that I have planned to do Real world problem solving using. Concept clarification using. Think-Pair-Share Peer Instruction

In-class Activity Design -2 Peer Instruction Strategy – What Teacher Does Q 1: If the time delay spread is increasing then the number of taps and delay element will be Increasing Decreasing Time delay has no significance in tap count Number of taps are constant always.

In-class Activity Design -2 Peer Instruction Strategy – What Teacher Does  Q 2: The equalizer which is optimum for flat faded channel is a) Decision Feedback Equalizer b) Non Linear Equalizer c) Maximum Likelihood sequence Estimator d) Transversal Linear Equalizer

In-class Activity Design -2 Peer Instruction Strategy – What Student Does For each question they will first vote individually. Then they will discuss with peers and come to consensus. Listen to instructors explanation.

In-class Activity Design -2 Think Pair Share Strategy – What Instructor does Design a four-tap linear equalizer such that the equalizer output in the absence of noise is given as

In-class Activity Design -2 Think Pair Share Strategy – What Instructor does Think (~3 minutes) Instruction: Recall the different structure of linear equalizer. Think individually and draw the equalizer structure after solving the equation.

In-class Activity Design -2 Think Pair Share Strategy – What Instructor does Pair (~5 minutes) Instruction: Now pair up and compare your answers. Agree on one final answer. While students are pairing and discussing, instructor goes to 2~3 sections to see what they are doing. Expand the equalizer output and decide whether transversal/lattice structure is suitable for the given output

In-class Activity Design -2 Think Pair Share Strategy – What Instructor does Share (~10 minutes) Instructor asks a group to share their answer with class and see whether there are different answers. After sharing is done, instructor gives feedback on the correct solution and how the equalizer design can be finalized based upon the given expression.

In-class Activity Design -2 Justify why the above is an active learning strategy In both the methods, the students think and assimilate the contents after they have learnt in their out - class activity. Hence the participation of students in class is high and it motivates higher order thinking level. In TPS activity’s pair and share phase the students share their views and observe other’s perceptions. This clarifies students doubts.

Evaluation of In-Class Activity Announcement : Students those who have actively participated in In-Class Activity will be credited by 5 Marks to Internal Marks