FLIPPED CLASSROOM ACTIVITY CONSTRUCTOR – USING EXISTING CONTENT

2nd YEAR UG STUDENTS IN ELECTRICAL ENGINEERING Jayakrishnan M BOOLEAN EXPRESSIONS DIGITAL CIRCUITS ELECTRICAL 2nd YEAR UG STUDENTS IN ELECTRICAL ENGINEERING IDP-ET, IIT BOMBAY EXAMPLE

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

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) 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

Out-of-class Activity Design - 3 Aligning Assessment with Learning Objective Learning Objective Assessment Strategy Expected Duration (in min) Additional Instructions (if any) Simplify expression using Boolean Identities Q. Simplify the expressions 1) (A+A’).B 2) A.((B+C’).(A+B+C)) 3) ((A+B)’.B).((A’+B’)+(A+B)’) 4) ((A+(A+B)’).(B+A)’)+B 10 minutes Watch V1 and then answer Q1 Watch V2 and then answer Q2 Watch V3 and then answer Q3, Q4 EXAMPLE

Out-of-class Activity Design - 3 Aligning Assessment with Learning Objective Learning Objective Assessment Strategy Expected Duration (in min) Additional Instructions (if any) Explain DeMorgan’s theorem using Truth Tables and Logic Circuits Q1.Using Proof by Perfect Induction, prove DeMorgan’s Theorem for 3 inputs. Q2. Explain using DeMorgan’s theorem, how we can convert AND-OR Logic to NAND only or NOR only Logic? 10 minutes Watch V4 and then answer Q1 and Q2 EXAMPLE

Out-of-class Activity Design - 3 Aligning Assessment with Learning Objective Learning Objective Assessment Strategy Expected Duration (in min) Additional Instructions (if any) Simplify logic circuits using Boolean Identities Q. Simplify given logic circuit 10 minutes Submit answers to all questions 3 hours before coming to class. EXAMPLE 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 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 Real world problem solving using. Think-Pair-Share Concept clarification using. Peer Instruction EXAMPLE

In-class Activity Design -2 Peer Instruction Strategy – What Teacher Does Pose the two PI questions at the start of the class and provide summary of basic identities and expression simplification. Q 1: What will happen to the output if one of the input to the logical AND gate is 1? Output is always 1 Output is always 0 Output will be same as second input Output will be complement of second input.  EXAMPLE

In-class Activity Design -2 Peer Instruction Strategy – What Teacher Does  Q 2: Which of the Boolean expressions correctly represent a 3-input OR (A+B+C)? (A.B)’. C’ A’. B’. C’ (A.B.C)’ (A’. B’. C’)’ 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 Four sensor circuits S1, S2, S3 and S4, located at four different directions of an agricultural land, are used to communicate weather information about excess Humidity and temperature to a central station located at a distant agricultural university. The circuits give a high output if the value of temperature and humidity exceeds prescribed limit in a 4 second cycle – i.e. first S1, then S3, then S2 and finally S4. The central station needs to know which area gave high output. Assuming that each information is passed as digital signals through one digital circuit kept in the farm. S1 T1 H1 S2 T2 H2 S3 T3 H3 S4 T4 H4 EXAMPLE

In-class Activity Design -2 TPS Strategy – What Instructor does Think (~2 minutes) Instruction: Assuming that Temperature and Humidity of a station are two Boolean variables Tn and Hn (where n is the station number) as given in the fig, Think individually and identify the scenario (Boolean expression) in which a high output will occur from an area. EXAMPLE

In-class Activity Design -2 TPS Strategy – What Instructor does Pair (~5 minutes) Instruction: Now pair up and compare your answers. Agree on one final answer. While students are pairing and discussing, instructor goes to 2~3 sections to see what they are doing. Now assuming that two variables A and B, as shown in table, are used to select sensor output based on time, develop a Boolean expression to combine time selection and output selection. i.e. A,B and output (T+H) 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 minimizations using Boolean expressions play a major role in real life applications, like Multiplexer. In the next iteration of TPS, in the Think Phase we ask students to convert the Boolean expression in the form of NAND only logic using DeMorgan’s Theorem and identities. 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