FLIPPED CLASSROOM ACTIVITY CONSTRUCTOR – USING EXISTING CONTENT

About this constructor This activity constructor document is aimed at assisting teachers in designing Flipped Classroom Activity in their own course using existing content. This guide will deal with Open Education Resources (OER’s) or those licensed under Creative Commons. The slides with white background are information sheets. The slides with Pale-yellow background require you to provide inputs. Replace the text written in BLUE with your input. This will be followed by an example input.

Table of Contents SECTION SLIDE # 7 19 32 ABOUT YOU 4 OUT-OF-CLASS SEGMENT 7 IN-CLASS SEGMENT 19 EVALUATION 32 COMMUNITY BUILDING

About you I am Prabu working as a Associate Professor in Department of EEE, Nandha Engineering College, Erode, Tamilnadu. I am willing to design flipped classroom topic on “Transmission Line Parameter” form Transmission and Distribution subject for II year EEE undergraduate students

KRISHNA GANDHI TRANSMISSION LINE PARAMETERS TRANSMISSION AND DISTRIBUTION ELECTRICAL II - YEAR UG STUDENTS IN ELECTRICAL ENGINEERING NANDHA ENGINEERING COLLEGE

Out-of-class Segment This section helps you design the Out-of-Class segment of Flipped Classroom Strategy.

About Out-of-Class Segment Meant mainly for Information-Transmission to student. Mostly help achieve lower-order cognitive levels (Recall-Understand-Apply) Teacher takes time to search and locate videos. Out-of-Class activity should not be too lengthy, (ideally think of 1 lecture being transferred outside)

Out-of-class Activity Design -1 Learning Objective(s) of Out-of-Class Activity At the end of watching the videos student will be able to Design the tower structures using conductors Develop the expressions for internal and external flux linkages of inductance in transmission line Deduce the expression for flux linkages of composite conductor on transmission line Key Concept(s) to be covered Different conductor types and tower structures Computations of internal and external flux linkages Computation of composite conductor

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 Simplify expressions using Boolean identities (Apply Level) Explain the DeMorgan’s theorem using Truth Tables and Logic Circuits (Understand Level) Simplify Logic Circuits, with at most 3 inputs, using identities(Apply Level) Key Concept(s) to be covered Boolean Identities. Proofs of Identities. Expression Simplification. EXAMPLE

Guidelines for Video Selection - 1 First check in National Repositories NPTEL Videos (http://www.nptelvideos.in/) NPTEL Youtube Channel (https://www.youtube.com/user/nptelhrd) Second Look in International Repositories OER Commons (https://www.oercommons.org/) OCW Consortium (http://www.oeconsortium.org/) Open Learing Initiative (http://oli.cmu.edu/)

Guidelines for Video Selection - 1 Third Look in Internet Video Repositories (filter for Creative Commons License) Youtube (https://www.youtube.com) Vimeo (https://vimeo.com/) 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.

Guidelines for Video Selection - 2 Keep the length of video short (not more than10 minutes).This is because it has been found that shorter videos are more engaging[1]. If the topic is too big for a single 10 min video, split the topic into multiple videos and give instructions to pause.(E.g. Pause at 4:30 sec) Select videos that have both text and audio narration.This will help in assimilation of content easier[2]. Guo, P. J., Kim, J., & Rubin, R. (2014, March). How video production affects student engagement: An empirical study of mooc videos. In Proceedings of the first ACM conference on Learning@ scale conference (pp. 41-50). ACM. Mayer, R.E. (2008). Applying the science of learning: Evidence-based principles for the design of multimedia instruction. American Psychologist, 63(8), 760-769.

Out-of-class Activity Design - 2 Main Video Source URL https://www.youtube.com/watch?v=dhmYOIBcwOU License of Video CC-BY-SA (reuse allowed) Mapping Concept to Video Source CONCEPT VIDEO SEGMENT DURATION(in min) Recap Last Lesson & Line Parameters V1 - 0:00 – 5:23 5.023 Conductor types and Tower Structures V2 - 5:24 – 18:47 13.24 Electrical Parameters V3 - 18:48 – 29:45 10.98 Internal and External Flux Linkages V4 - 29:46 – 41.06 11.61 Composite Conductor V5 - 41:07 – 54.53 13.37 Summarize V6 - 54:54 – 59.41 4.98 TOTAL DURATION 59.41

Out-of-class Activity Design - 2 Main Video Source URL https://www.youtube.com/watch?v=fKytW_XUz1E License of Video CC-BY-SA (reuse allowed) Mapping Concept to Video Source CONCEPT VIDEO SEGMENT DURATION (in min) BOOLEAN IDENTITIES V1 - 0:00 – 6:45 6.75 V2 - 6:47 – 13:25 6.63 V3 - 13:27 – 19:46 6.32 PROOFS V4 - 19:47 – 25:56 6.15 SIMPLIFICATION V5 - 25:57 – 31:42 5.75 EXAMPLE TOTAL DURATION 31.6 min

Guideline for Designing Assessments It is recommended to provide few assessment with each video resource. The assessment has to be at lower cognitive levels (Recall – Apply), aligned to the learning objectives. It is recommended that you evaluate these assessments before the in-class to understand the level of students.

Out-of-class Activity Design - 3 Aligning Assessment with Learning Objective Learning Objective Assessment Strategy Expected duration (in min) Additional Instructions (if any) Design the tower structures using conductors Q1: The cost of transmission line conductor at 110 KV is Rs.100/m. At 200 KV, the cost per metre will be Q2: With increase in values of voltage and power factor, cost of transmission line conductor 10 minutes Watch V2 and then answer Q1 30 minutes Expected activity duration

Out-of-class Activity Design - 3 Aligning Assessment with Learning Objective Learning Objective Assessment Strategy Expected duration (in min) Additional Instructions (if any) Develop the expressions for internal and external flux linkages of inductance in transmission line Q1.A single phase has two parallel conductor 1 m apart. The radius of each conductor is 0.5 cm. Calculate loop inductance per km of the line 10 minutes Watch V4 and then answer Q1 and Q2 30 minutes Expected activity duration

Out-of-class Activity Design - 3 Aligning Assessment with Learning Objective Learning Objective Assessment Strategy Expected duration (in min) Additional Instructions (if any) Deduce the expression for flux linkages of composite conductor on transmission line 10 minutes Submit answers to all questions 3 hours before coming to class 30 minutes Expected activity duration

Out-of-class Activity Design - 3 Aligning Assessment with Learning Objective Learning Objective Assessment Strategy Expected Duration (in min) Additional Instructions (if any) Design the tower structures using conductors Q1: The cost of transmission line conductor at 110 KV is Rs.100/m. At 200 KV, the cost per metre will be Q2: With increase in values of voltage and power factor, cost of transmission line conductor 10 minutes Watch V2 and then answer Q1 EXAMPLE

Out-of-class Activity Design - 3 Aligning Assessment with Learning Objective Learning Objective Assessment Strategy Expected Duration (in min) Additional Instructions (if any) Develop the expressions for internal and external flux linkages of inductance in transmission line Q1.A single phase has two parallel conductor 1 m apart. The radius of each conductor is 0.5 cm. Calculate loop inductance per km of the line 10 minutes Watch V4 and then answer Q1 EXAMPLE

Out-of-class Activity Design - 3 Aligning Assessment with Learning Objective Learning Objective Assessment Strategy Expected Duration (in min) Additional Instructions (if any) Deduce the expression for flux linkages of composite conductor on transmission line Q. Calculate the inductance per phase per metre for a 3-phase double line circuit whose phase conductor have a radius of 5.3 cm with horizontal arrangement equally 8 m distance 10 minutes Submit answers to all questions 3 hours before coming to class. EXAMPLE Total activity duration 30 minutes

In-class Segment This section helps you design the in-class segment of Flipped Classroom Strategy.

About In-Class Segment Make sure that In-Class segment contain activities for effective learning In active learning student goes beyond listening, copying of notes. Execution of prescribed procedures. Students are required to talk, write, reflect and express their thinking. Engage students in higher-order thinking (Analyze-Evaluate-Create). Ensure that students get feedback on their work, either from peers or you. Ensure to provide summary that connects Out-of-Class and In-Class activities.

In-class Activity Design -1 Learning Objective(s) of In - Class Activity At the end of the class, students will be able to, Give optimal solution for cost of conductor and tower structure in transmission system Solve the inductance value of conductor using flux linkages Key Concept(s) to be covered Use of conductor and tower structures in tranmission network Apply the computation inductance expression on tranmission line

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 simplification of Boolean expressions (ANALYZE Level) Implement logical expressions using Universal gates (NAND or NOR) (ANALYZE Level) Key Concept(s) to be covered Use of Expression Simplification in Real World Problem Solving. Implementation using Universal Gates. EXAMPLE

In-class Activity Design -2 Active Learning activity(ies) that you plan to do Peer Instruction Think Pair Share Explain the strategy by giving details of What Teacher will do? TPS strategy and Peer instruction strategy What Student will do? For each question, vote individually. discuss with peers , Listen to instructors Justify why the above is an active learning strategy In both the above strategies, students are need to attention for listening and execution manner. They are required to think more on content so familiarized in out-of-class and do higher order thinking. Valuable feedback

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 EXAMPLE

In-class Activity Design -2 Peer Instruction Strategy – Q 1: What type of conductors are used for overhead transmission line ? Copper ACSR AAC ACAR Expanded ACSR EXAMPLE

In-class Activity Design -2 Peer Instruction Strategy – What Teacher Does  Q 2: Which of the most dominant parameter in transmission line ? Resistance Inductance Capacitance None EXAMPLE

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. EXAMPLE

In-class Activity Design -2 TPS Strategy – What Instructor does First provide a premise A three phase, 60 Hz transposed transmission line has a flat horizontal configuration as shown in figure below. The line reactance is 0.486 ohm per kilometer. The conductor geometric mean radius is 2.o cm. Determine the phase spacing D in metres. EXAMPLE

In-class Activity Design -2 TPS Strategy – What Instructor does Think (~2 minutes) Instruction: A 2-conductor cable 1 km long is required to supply a constant current of 200 A throughout the year. The cost of cable including installation is Rs (20a+20) per metre where a is the area of cross-section of the conductor in cm square. The cost of energy is 5P per KWh and interest and depreciation amount to 10%. The resistivity of the conductor material is 1.73 micro-ohm cm. What is the resistance of one conductor? Think individually and identify the value of resistance of one conductor. EXAMPLE

In-class Activity Design -2 TPS Strategy – What Instructor does Pair (~5 minutes) Instruction: Calculate the inductance of each conductor in a 3 phase, 3-wire system when the conductors are arranged in a horizontal plane spacing such that in a horizontal plane spacing such that D31= 4 m; D12=D23= 2m. The conductors are transposed and have a diameter of 2.5 cm. EXAMPLE

In-class Activity Design -2 TPS Strategy – What Instructor does Share (~8 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 effect of earth return current is taken into account in inductance calculation using flux linkage equations. In the pair phase we ask students to compare the answers. In the share phase again the different answers are sought. EXAMPLE

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. There is also feedback provided (either through peer discussion or instructor summary) EXAMPLE