FLIPPED CLASSROOM ACTIVITY Vipin Vibhute D. Y FLIPPED CLASSROOM ACTIVITY Vipin Vibhute D.Y. Patil College of Engineering Akurdi, Pune. Maharashtra
Table of Contents SECTION SLIDE # ABOUT ME 3 OUT-OF-CLASS SEGMENT 5 IN-CLASS SEGMENT 11 EVALUATION 16 COMMUNITY BUILDING
About Me I am Vipin Vibhute, working as Assistant Professor in Department of Instrumentation & Control, D.Y. Patil College of Engineering, Akurdi, Pune. Topic of Flipped Classroom- Transistor Biasing
ELECTRICAL ENGINEERING AFFILIATION ( SAVITRIBAI PHULE PUNE UNIVERSITY) Vipin Vibhute TRANSISTOR BIASING ELECTRICAL ENGINEERING ELECTRICAL SECOND YEAR STUDENTS AFFILIATION ( SAVITRIBAI PHULE PUNE UNIVERSITY)
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 Explain biasing of transistor by using different configurations. (Apply Level) Find the values of base current using load line method. (Understand Level) Calculate amplification of amplifier using different biasing current values. (Apply Level) Key Concept(s) to be covered Transistor biasing. Load line. RC coupled amplifier.
Videos for Out-of-class Activity Video segments: V1: http://bit.ly/2kyFpGI V2: http://bit.ly/2z76V1j V3: http://bit.ly/2y0LxwO V4: http://bit.ly/2g2FalR V5: http://bit.ly/2kxIhDE V6: http://bit.ly/2y57gBl V7: http://bit.ly/2z96cN0
Out-of-class Activity Design - 2 Main Video Source URL http://bit.ly/2hZlzUg License of Video CC-BY-SA (reuse allowed) Mapping Concept to Video Source CONCEPT VIDEO SEGMENT DURATION (in min) BASICS OF BAISING V1: 0.00 – 5.30 5.44 EXAMPLE OF EMITTER CURRENT BAISING V3: 17.30 – 21.40 4.47 CALCULATION OF EMITTER CURRENT BAISING V4: 21.40 – 24.27 3.49 THERMAL STABILITY IN EMITTER CURRENT BAISING V5: 24.27 – 33.18 9.34 AMPLIFIER V6: 33.18 – 39.24 7.39 RC COUPLED AMPLIFIER V7: 39.24 – 47.40 8.36 SIMULATION OF RC COUPLED AMPLIFIER V8: 47.40 – 48.50 1.54 TOTAL DURATION 41.22 min
Out-of-class Activity Design - 3 Aligning Assessment with Learning Objective Learning Objective Assessment Strategy Expected Duration (in min) Additional Instructions (if any) Find the value of biasing current Q. Find the value of emitter biasing current? Given: Vbe = 0.7V, Rb = 1000 ohms, Vin = 5V 10 minutes Watch V2 and V3, then answer the question. 2 marks – each step 3 marks – correct value 1 mark – ontime submission
Out-of-class Activity Design - 3 Aligning Assessment with Learning Objective Learning Objective Assessment Strategy Expected Duration (in min) Additional Instructions (if any) Thermal Stability Q1. On which two factors does thermal stability depend? Q2. What is thermal runaway? Q3. How is thermal stability assessed? 10 minutes Watch V5 and then answer Q1, Q2 and Q3 3 marks – each answer 1 mark – ontime submission
Out-of-class Activity Design - 3 Aligning Assessment with Learning Objective Learning Objective Assessment Strategy Expected Duration (in min) Additional Instructions (if any) Calculating RC Coupled Amplifier output Q. Calculate the amplified output value of circuit given: 10 minutes Watch V7 and V8 and answer 2 marks – each step 3 marks – correct value 1 mark – ontime submission 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-industry scenario problems involving amplification (ANALYZE Level) Calculate two stage amplification factor and thermal stability of RC coupled amplifier. (EVALUATE Level) Key Concept(s) to be covered Use of calculations in Real Industry Problem Solving. Two stage amplification.
In-class Activity Design -2 Active Learning activity(ies) that you plan to do Think – Pair – Share using Real industry problem solving 2. Peer Instruction using concept clarification Explain the strategy by giving details of What Teacher will do? Teacher pose the questions and solves queries of the students. 2. What Student will do? Students think and discuss with peers and come to consensus. Listen to instructors explanation. Justify why the above is an active learning strategy Student are engaged in high order thinking( Analyze- Evaluate –Create). Students discuss within their group and share it.
In-class Activity Design -2 Peer Instruction Strategy Q 1: Vibration sound of a motor is very low, its audio signal level is 0.5 Vac. How would you increase the audio signal level of the motor vibration? by using Transistor by using Amplifier
In-class Activity Design -2 Think – Pair – Share (TPS) activity Q 2: An audio amplifier is used by a teacher for lecture in the classroom of 80 students and the students sitting on the last bench is unable to hear, in spite the volume of the audio amplifier is set to maximum. How can the volume be increased so as the last bench students can hear the lecture? a) by using simple amplifier b) by using two-stage RC coupled amplifier
In-class Activity Design -2 TPS Strategy – What Instructor does 1) Students are given 5 minutes to think individually. 2) Group of 4 students is formed in the classroom. 3) After group formation, all the groups were given 10 minutes to discussion within themselves. 4) Every group select the best solution from within themselves. 5) Each group is given 3 minutes to share their solution. 6) The best two solutions is discussed in detailed. .
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. Students are required to think deeply about the content and they do higher order thinking.