TCET Mumbai https://swatitcet.wordpress.com/ Swati Abhang TCET Mumbai https://swatitcet.wordpress.com/
Swati Abhang COMBINATIONAL CIRCUITS LOGIC DESIGN ELECTRONICS 2nd YEAR UG STUDENTS IN INFORMATION TECHNOLOGY ENGINEERING ELECTRONICS Assistant Professor TCET Mumbai
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 basics of combinational circuits Understand basics and working of multiplexer Understand basics and working of de-multiplexer Key Concept(s) to be covered Combinational circuits Multiplexer De-multiplexer
Out-of-class Activity Design - 2 Main Video Source URL https://www.youtube.com/watch?v=GOnFtGww-gw License of Video Standard YouTube License Mapping Concept to Video Source CONCEPT VIDEO SEGMENT DURATION (in min) Basics of Combinational circuits V1 - 0:00 – 7:54 7.54 Multiplexer V2 – 0:00 – 12:26 12.26 Demultiplexer V3 – 0:00 – 9:58 9.58 TOTAL DURATION 29.38 min
Out-of-class Activity Design - 3 Aligning Assessment with Learning Objective Learning Objective Assessment Strategy Expected Duration (in min) Additional Instructions (if any) Understand basics of combinational circuits Q1. Write truth table for 3 input AND gate OR gate Q2. Draw logic diagram for AB’+A’B’C’+A’C 10 minutes Watch V1 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) Basics of Multiplexers Q3.State the relation Between select line and data input lines . Q4. Draw a logic diagram for following function using 4:1 multiplexer F1=∑m(0,2,3) 15 minutes Watch V2 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) Basics of De-multiplexers Q3.State the relation Between select line and output lines . Q4. Draw a logic diagram for following function using 1:4 demultiplexer F1=∑m(1,2,3) 15 minutes Watch V3 and then answer Q4 and Q5 Total activity duration 30 minutes
In-class Activity Design -1 Learning Objective(s) of In-Class Activity At the end of the class, students will be able to, Solve real-life scenario problems involving combinational circuits (ANALYZE Level) Implement logical expressions using multiplexers and demultiplexers Key Concept(s) to be covered Use of Expression Simplification and drawing logic diagram for Real World Problem Solving. Implementation using mux and demux.
In-class Activity Design -2 Active Learning activity Real world problem solving using. Think-Pair-Share Concept clarification using. Peer Instruction
In-class Activity Design -2 Peer Instruction Strategy – What Teacher Does Asked students should find real time application which involves combinational circuits
In-class Activity Design -2 Peer Instruction Strategy – What Student Does Make a group of 4-5 students and prepare a document which should consist of following Application name Use of gates Diagram Truth Table
In-class Activity Design -2 TPS Strategy – What Instructor does Pair (~5 minutes) Now pair up the groups and compare your answers. Agree on one final answer. While students are pairing and discussing, i go to 2~3 sections to see what they are doing.
In-class Activity Design -2 TPS Strategy – What Students does Share (~8 minutes) Group should explain their document created in think pair step among other students and ask or clear the queries.
In-class Activity Design -2 Justify why the above is an active learning strategy In both the above strategies, students are required to go beyond mere listening and execution of prescribed steps. They are required to think deeply about the content they were familiarized in out-of-class and do higher order thinking. One difficulty faced is it takes more time compared to traditional teaching method that we had adopted .
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