FLIPPED CLASSROOM ACTIVITY CONSTRUCTOR – USING EXISTING CONTENT
Table of Contents SECTION SLIDE # 5 9 ABOUT YOU 3 OUT-OF-CLASS SEGMENT IN-CLASS SEGMENT 9
About me My self Prof. Pinkesh Patel working as an assistant professor in Electronics & Communication department at Dharmsinh Desai University-Nadiad, Gujarat. Education Qualification: M.Tech. in Electronics & Communication System in 2011 from D. D. University, Nadiad, Gujarat B.Tech. in Electronics & Communication in 2018 from H. N. G. University, Patan, Gujarat Industrial Experience: 1 Years Professional Experience: 6 Years Topic : DC Biasing in BJT
Pinkesh Patel DC Biasing in BJT Electronics Devices and Circuits Electrical 1st Year UG students Dharmsinh Desai University, Nadiad
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, 1. Specify the need of biasing (Understand Level) 2. Determine the operating point (Q-point) of Base biased circuit and Potential(voltage) Divider Biased circuit (Apply level). 3. Appreciate the effect of β (current gain) variation on Q- point for both the circuit (Apply Level) Key Concept(s) to be covered Biasing Need Q- point Determination (Base Bias) Q- point Determination (Potential Divider Bias)
Out-of-class Activity Design - 2 Main Video Source URL http://bit.ly/digckt_video1 License of Video CC-BY-SA (reuse allowed) Mapping Concept to Video Source CONCEPT VIDEO SEGMENT DURATION (in min) Biasing Need V1 - 0:00 – 4:05 4.05 Q- point Determination (Base Bias) V2 - 4:05 – 7:38 3.33 Q- point Determination (Potential Divider Bias) V3 - 7:38 – 10:00 3.30 TOTAL DURATION 10.00 min
Out-of-class Activity Design - 3 Aligning Assessment with Learning Objective Learning Objective Assessment Strategy Expected Duration (in min) Additional Instructions (if any) Need of biasing Q1. What is the need of biasing? Q2. What do you mean by thermal run away? 5 minutes Watch V1 and then answer Q1 & Q2 Q- point Determination (Base Bias) Q1. Find out the Q-Point for the given specification, RB=500 KΩ, Rc=3 KΩ, VBB= VCC =15 V, β=100 10 minutes Watch V2 and then answer Q1
Out-of-class Activity Design - 3 Aligning Assessment with Learning Objective Learning Objective Assessment Strategy Expected Duration (in min) Additional Instructions (if any) Q- point Determination (Potential Divider Bias) Q1. Find out the Q-Point for the given specification, R1=10 KΩ, R2=2.2 KΩ, Rc=3.6 KΩ, RE=1 KΩ, VCC =10 V, β=100 15 minutes Watch V3 and then answer Q1 Expected activity duration 30 Min
In-class Activity Design -1 Learning Objective(s) of In - Class Activity Students should able to clarify the dough of the topic of out of class activity. Engage students in higher-order thinking. Concrete conclusion should be convey to the students, either from their peer or by teacher. Key Concept(s) to be covered Biasing Need Q- point Determination (Base Bias) Q- point Determination (Potential Divider Bias)
In-class Activity Design -2 Active Learning activity(ies) that you plan to do Think-Pair-Share Explain the strategy by giving details of: (You may use additional slides that are provided for detailing) Think Phase: [8 Minutes] Que.1: What is biasing in transistor? Que.2: Design a circuit base bias circuit. Que.3: What is effect of thermal run away? What will Teacher do: Posses the questions, ask the students to note down answers. What will students do: Students needs to write down the answer as per their understanding in note book.
In-class Activity Design -2 Pair Phase: [10 Minutes] Que.1: Discuss your design within your group. Que.2: Check whether your design is optimum or not? Que.3: Draw the circuit diagram of emitter bias. What will Teacher do: Instructor will only look after the discussion going on in group by roaming within the classroom. What will students do: Students needs to discuss their understating among the groups, try to get clarification of drought occurred during think phase. Share Phase: [10 Minutes] Share your design in classroom with necessary justification. What will Teacher do: Instructor will note down the answers told by students. He also is an active member of the entire discussion procedure to correct the students misunderstanding. What will students do: Students requires conveying their observation/understanding with necessary justification in classroom. Also ready to grab the other techniques conveying by the other peers.
In-class Activity Design -2 Justify why the above is an active learning strategy During think phase, all the students have to attempts the answers of above questions in their note books. During Pair Phase, Students come up with at least the attemptable solutions according to their understanding, Improvement in Convincing power. During Share Phase, share the solutions in class room. All the students came to know about various solutions. Can be possible to know some easy/short cut techniques to address the problem. Students are also engage in higher order thinking, developing the team work ability and convincing power.