FLIPPED CLASSROOM ACTIVITY CONSTRUCTOR – USING EXISTING CONTENT

SUMANTA KUMAR TRIPATHY COMMUNICATION FUNDAMENTALS OF LASER ELECTRONICS 1ST YEAR UG STUDENTS IN ELECTRONICS AND COMMUNICATION ENGINEERING GVP COLLEGE OF ENGINEERING (A), VISAKHAPATNAM (A)

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 what a LASER is and how it works (Understand Level) Know the different process taking place to produce Laser (Understand Level) Apply this knowledge in communication (Apply level) Key Concept(s) to be covered Introduction and Types of LASER Characteristics of LASER Working Principle Applications

Out-of-class Activity Design - 2 Main Video Source URL https://www.youtube.com License of Video CC-BY-SA (reuse allowed) Mapping Concept to Video Source CONCEPT VIDEO DURATION (in min) URL Introduction and Types of LASER V1 10.08 https://www.youtube.com/watch?v=QlVDFZDL2Ho Characteristics V2 3.46 https://www.youtube.com/watch?v=BKVMw4jpDZw V3 3.28 https://www.youtube.com/watch?v=oC0sqqzq-BM Working Principle V4 2.52 https:/www.youtube.com/watch?v=2Oswmij538Q V5 5.57 https://www.youtube.com/watch?v=WJ05XOJiaDY TOTAL DURATION 24.91 min

Out-of-class Activity Design - 3 Aligning Assessment with Learning Objective Learning Objective Assessment Strategy Expected duration (in min) Additional Instructions (if any) Understanding Name the type of wave associated with Laser. Write different types of Laser. What do you understand by temporal coherent. What are the process taking place in a laser system Write uses of CO2 Laser 10 Watch V1 and then answer Q1,Q2 & Q5 Watch V2 and then answer Q3 Watch V4 and then answer Q4,

Out-of-class Activity Design - 3 Aligning Assessment with Learning Objective Learning Objective Assessment Strategy Expected Duration (in min) Additional Instructions (if any) Application Is laser different than a light produced by a 60 watt bulb? Justify your answer. How will you justify that laser is highly monochromatic? Can you apply the radiations from a 100 watt bulb for laser action in Ruby Laser What will happen if active medium is placed in an open space? Is three level population inversion always required for laser action? 10 Watch V2 and then answer Q1 Watch V3 and then answer Q2 Watch V4 and then answer Q3 Watch V5 and then answer Q4, Q5

Out-of-class Activity Design - 3 Aligning Assessment with Learning Objective Learning Objective Assessment Strategy Expected Duration (in min) Additional Instructions (if any) Knowledge What type of laser is used to read barcode in a shopping mall? Have you heard the term Optical Music? What is it? Band width of laser is more. True or False. Is metastable state present in every material? Why pumping is necessary for Laser action? 10 Watch V1 and then answer Q1 Watch V2 and then answer Q2 Watch V3 and then answer Q3, Watch V4 then answer Q4 Watch V5 then answer Q5

In-class Activity Design -1 Learning Objective(s) of In - Class Activity At the end of the class student will able to know the concept of LASER and its working principle and its necessity in the present scenario. Key Concept(s) to be covered Implementation using real life animations.

In-class Activity Design -2 Active Learning activity(ies) that you plan to do Real world problem solving using. Think-Pair-Share Concept clarification using. Peer Instruction

In-class Activity Design -2 Peer Instruction Strategy – What Teacher Does Pose five multiple questions at the start of the class and provide summary of the introduction to Laser. Q.1.The frequency of the absorbed or emitted radiation is related to difference in energy E between the higher energy state E2 and the lower energy state E1. State what h stands for in the given equation? E =E2 – E1 = hf a) Gravitation constant b) Planck’s constant c) Permittivity d) Attenuation constant In-class Activity Design -2

In-class Activity Design -2 Q.2. The radiation emission process in laser can occur in __________ ways. a) Two b) Three c) Four d) One Q.3. The lower energy level contains more atoms than upper level under the conditions of ________________ a) Isothermal packaging b) Population inversion c) Thermal equilibrium d) Pumping In-class Activity Design -2

In-class Activity Design -2 Q.4. Which process gives the laser its special properties as an optical source? a) Dispersion b) Stimulated absorption c) Spontaneous emission d) Stimulated emission Q.5. __________________ in the laser occurs when photon colliding with an excited atom causes the stimulated emission of a second photon. a) Light amplification b) Attenuation c) Dispersion d) Population inversion In-class Activity Design -2

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 TPS Strategy-1 – What Instructor does Shows video 1 and pause it at 6.13 minute and ask the students to guess the purpose of using laser there. THINK (~2 minutes)- Instructor ask the students to think for two minutes individually and find the solution. PAIR (~4 minutes)- Instructor ask to pair up with neighbour and compare with answers and agree for one answer after discussion among them selves While students are pairing and discussing, instructor goes to 2~3 sections to see what they are doing. Share (~6 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 with explanation.

In-class Activity Design -2 TPS Strategy -2– What Instructor does Shows video 2 and pause it at 1.04 minute and ask the students to answer whether the source of light is coherent or not? THINK (~2 minutes)- Instructor ask the students to think for two minutes individually and find the solution. PAIR (~4 minutes)- Instructor ask to pair up with neighbour and compare with answers and agree for one answer after discussion among them selves While students are pairing and discussing, instructor goes to 2~3 sections to see what they are doing. Share (~6 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 with explanation.

In-class Activity Design -2 TPS Strategy -3– What Instructor does Shows video 3 and pause it at 0.17 minute and ask the students to answer from which source the light is coming? What is its wave length? THINK (~2 minutes)- Instructor ask the students to think for two minutes individually and find the solution. PAIR (~4 minutes)- Instructor ask to pair up with neighbour and compare with answers and agree for one answer after discussion among them selves While students are pairing and discussing, instructor goes to 2~3 sections to see what they are doing. Share (~6 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 with explanation.

In-class Activity Design -2 The above activity is an active learning strategy. Justification- In both the above activities, students really involved physically and mentally by thinking deeply about the content. They storm their brain beyond mere listening and execution of prescribed steps and also are familiarised in out-of-class and do higher order thinking. Feedback- Feedback from students are collected through peer discussion which was par excellent in comparison with teacher centric education.